ECE/CEP/179

UNITED NATIONS ECONOMIC COMMISSION FOR EUROPE

TEN YEARS OF THE UNECE

STRATEGY FOR EDUCATION FOR
SUSTAINABLE DEVELOPMENT

Evaluation report on the implementation of the UNECE

Strategy for Education for Sustainable Development
from 2005 to 2015

UNITED NATIONS
New York and Geneva, 2016
NOTE

Symbols of United Nations documents are composed of capital letters combined with figures.
Mention of such a symbol indicates a reference to a United Nations document.

The designations employed and the presentation of the material in this publication do not
imply the expression of any opinion whatsoever on the part of the Secretariat of the United
Nations concerning the legal status of any country, territory, city or area, or of its authorities,
or concerning the delimitation of its frontiers or boundaries.

ECE/CEP/179
 Acknowledgements
The authors gratefully acknowledge the support received from many individuals in the
preparation of this report, including the following: Nona Iliukhina, Environmental Affairs
Officer, ESD Programme, United Nations Economic Commission for Europe, for the
compilation of data from the national implementation reports and the informal reports; Jeden
Tolentino, Statistical Analyst, Manitoba Education and Advanced Learning, for support for
data analysis. Special thanks also go to the peer reviewers of the report, including Aravella
Zachariou, Bernard Combes, David Bell, Gerald Farthing, Michael Scoullos, and Michel
Ricard. We also acknowledge and thank the many authors who contributed case studies to the
report and are listed in Annex III. Furthermore, the authors wish to express thanks to the editor
of this publication, Grant Moore.

We are most grateful to the Government of Manitoba and, in particular, to Dr. Gerald
Farthing, Deputy Minister, Manitoba Education and Advanced Learning, and current Chair of
the UNECE ESD Steering Committee, for providing in-kind support in the preparation of the
report.

This report was prepared by Heather Creech, Consultant, and Carolee Buckler, Senior Policy
Analyst, Manitoba Education and Advanced Learning

iii
 Foreword

Today’s world is facing some of the most serious challenges in human history. With the rapid
depletion of Earth’s resources, the ongoing degradation of land, water and air, and the loss of species
and ecosystem biodiversity, it will become increasingly difficult to support a prosperous, secure and
equitable life for people on the planet. This alarming situation is being intensified by a changing
climate, with scale and impact hard to predict in the medium and long term. Our vulnerability in the
face of these worsening environmental conditions is compounded by the increasing disparity between
rich and poor, the growth in global population and urbanization, and the loss of personal security in
many countries. Now more than ever, education has a critical role to play, not only in providing
learners with knowledge and skills to address these challenges, but also in promoting the values that
will instill respect and responsibility towards others and the planet itself.

The 56 member States of the United Nations Economic Commission for Europe (UNECE or ECE)
have acknowledged the need to support and encourage education for sustainable development (ESD)
by committing to a 10-year Strategy to reorient education systems towards sustainable development.
Member States and education stakeholders throughout the region should be commended for their
efforts. They have worked hard to advance ESD in policy and in practice, through all levels of formal
education, and in non-formal and informal education processes. This evaluation report reveals that
many ECE member States now have policies and frameworks in place to support implementation of
the Strategy for ESD, and numerous initiatives have been launched to integrate ESD into the content
and processes of formal, non-formal and informal education, moving from policy to practice.
However, the challenge of integrating ESD system-wide across all aspects and levels of formal, non-
formal and informal learning still remains.

ESD continues to grow in importance on the world stage. Major international agreements have
confirmed the role of education in sustainable development: the 2015 Paris Agreement of the
Framework Convention on Climate Change clearly affirms the importance of education, training and
public awareness at all levels on the matters addressed in the Agreement; vital education targets have
been set within the new global Sustainable Development Goals; and in December 2015 the United
Nations General Assembly adopted the United Nations Educational, Scientific and Cultural
Organization (UNESCO) resolution Global Action Programme on ESD, recognizing ESD as “a vital
means of implementation for sustainable development” and affirming UNESCO’s role as the lead
agency for the implementation of the Global Action Programme on ESD.

A draft future implementation framework has been developed by the UNECE Steering Committee for
ESD to continue the UNECE Strategy for ESD beyond 2015. As ECE member States prepare to
commit to ESD beyond 2015, the gains made from 2005 to 2015, together with these new
international commitments to ESD, provide the basis for ECE member States to continue their work,
encouraged by the knowledge that change can indeed happen when all stakeholders work together
with a commitment to a better world.

iv
Contents
Page

Acknowledgements ................................................................................................................... iii

Foreward ................................................................................................................................... iv
List of Acronyms ....................................................................................................................... vii
Executive Summary ................................................................................................................... viii
Introduction ................................................................................................................... 1
1. BACKGROUND ............................................................................................................. 1
1.1 Methodology ................................................................................................................... 2
1.2 Limitations to the evaluation report .................................................................................. 6
2. MAJOR FINDINGS ....................................................................................................... 8
3. PROGRESS TOWARDS MEETING THE STRATEGY’S OBJECTIVES ............ 11
3.1 Overall status of ESD implementation ............................................................................. 11
3.2. Issue 1: Policy, regulatory and operational frameworks
that support the promotion of ESD ................................................................................... 12
3.2.1. Issue 1: Case studies ........................................................................................... 19
Case study 1: Advancing ESD across Estonia ................................................... 20
Case study 2: Framework and coordination for ESD Implementation
in Germany, a federated education system......................................................... 22
Case study 3: Approaches to operationalizing ESD in
Slovakia’s national education system................................................................. 25
3.3. Issue 2: The promotion of sustainable development through
formal, non-formal and informal learning ........................................................................ 28
3.3.1 Issue 2: Case studies ........................................................................................... 39
Case study 4: Using one centre to support ESD across
all levels of learning in Andorra ........................................................................ 40
Case study 5: Locally anchored learning in the Czech Republic ....................... 42
Case study 6: Experiential learning with living animals in the
classroom (Georgia, Romania and Hungary) .................................................... 45
Case study 7: Information and communications technology–
supported learning for sustainable development in Armenia............................. 46
Case study 8: Non-formal learning in the tourism sector in Croatia................. 48
3.4. Issue 3: Equipping educators with the competence to
include sustainable development in their teaching ........................................................... 51
3.5. Issue 4: ESD tools and materials ...................................................................................... 51
3.5.1 Issue 4: Case studies ........................................................................................... 55
Case study 9: éducation21—the national one-stop shop for ESD
in Switzerland ..................................................................................................... 56
Case study 10: Online platforms supporting ESD in
the Netherlands and Canada .............................................................................. 57

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3.6. Issue 5: Promote research on and development of ESD ................................................... 59
3.6.1 Issue 5: Case studies ........................................................................................... 65
Case study 11: Thematic learning networks in Belgium and
their role in ESD research and development ..................................................... 66
3.7. Issue 6: Strengthen cooperation on ESD at all levels within the ECE region .................. 68
3.7.1 Issue 6: Case studies ........................................................................................... 71
Case study 12: Regional cooperation on ESD across the Western Balkans ...... 72
Case study 13: The Mediterranean Strategy on ESD......................................... 74
Case study 14: Developing education for sustainable development
competences in Europe ....................................................................................... 77
Case study 15: Carpathian Regional ESD Network—
cooperation to strengthen ESD .......................................................................... 79
3.8 Issue 7: Foster conservation, use and promotion of knowledge of
indigenous peoples, as well as local and traditional knowledge, in ESD ......................... 81
3.8.1. Issue 7: Case studies ............................................................................................... 83
Case study 16: Using biosphere reserves in Greece as teaching
labs on the inclusion of local and traditional knowledge in Greece .................. 84
4. PHASE III PRIORITIES ............................................................................................... 86
4.1 Priority 1: Whole-institution approaches and ESD school plans...................................... 86
4.1.1. Priority 1: Case studies ........................................................................................... 91
Case study 17: ESD as a whole-school approach in Manitoba .............................. 92
Case study 18: The Alliance of Sustainable Universities in Austria ....................... 94
Case study 19: Whole-school approaches in kindergartens in Hungary ................ 96
4.2. Priority 2: Introduction of ESD into teacher education .................................................... 98
4.2.1 Priority 2: Case studies ............................................................................................ 104
Case study 20: ESD in teacher education in Cyprus—the role of mentoring ......... 105
4.3. Priority 3: Technical and vocational education and training in support of sustainable
development and the transition to green economies ........................................................ 107
4.3.1 Priority 3: Case studies ............................................................................................ 110
Case study 21: Embedding ESD in TVET in Finland ............................................. 111
5. THE FUTURE OF ESD ACROSS THE REGION ..................................................... 112
5.1 Challenges and obstacles .................................................................................................. 112
5.2. Opportunities for advancing the implementation of ESD into the future......................... 113
5.3 Placing ESD at the core of education systems.................................................................. 115

Annex I: References ............................................................................................................... 116

Annex II: Member States that have submitted reports and case studies
during the Strategy for ESD period ......................................................................... 118
Annex III: Case study authors ................................................................................................... 120

vi
List of Acronyms
ASPNet UNESCO Associated Schools Project Network
BENELUX Union of Belgium, Netherlands, Luxembourg
CSR Corporate Social Responsibility
ECE (United Nations) Economic Commission for Europe
ENSI Environment and School Initiatives
ESD Education for Sustainable Development
EU European Union
GAP Global Action Programme for ESD
GLOBE Global Learning and Observations to Benefit the Environment
HEIs Higher Education Institutions
ISCED International Standard Classification of Education (ISCED)
levels:
0. Early childhood education
1. Primary education
2. Lower secondary education
3. Upper secondary education
4. Post-secondary non-tertiary education
5. Short-cycle tertiary education
6. Bachelor’s or equivalent level
7. Master’s or equivalent level
8. Doctoral or equivalent level
MDGs Millennium Development Goals
MSESD Mediterranean Strategy on ESD
NGO Non-governmental Organization
NIR National Implementation Report
OECD Organization for Economic Cooperation and Development
R&D Research and development
RCE Regional Centre of Expertise in ESD
REC Regional Environment Centre for Central and Eastern Europe
REEL Regional Environmental Education Lead
SDGs Sustainable Development Goals
SEED School Development through Environmental Education
SEPN Sustainability Education Policy Network
STEM Science, Technology and Math
TVET Technical and Vocational Education and Training
UfM Union for the Mediterranean
UN United Nations
UN DESD United Nations Decade for Education for Sustainable
Development
UNECE United Nations Economic Commission for Europe
UNESCO United Nations Educational, Scientific and Cultural
Organization
UNU-IAS United Nations University Institute for Advanced Science
VECON Vereniging van leraren in de economisch-maatschappelijke
vakken (Association of Teachers in the economic and social
fields)
WWF World Wildlife Fund

vii
 Executive Summary

The United Nations Economic Commission for Europe (UNECE or ECE) 1 has recognized the
importance of education as critical to influencing the knowledge, skills and values of citizens to
support a more sustainable world. In 2005, the Vilnius High-level Meeting of Environment and
Education Ministers adopted the 10-year UNECE Strategy for Education for Sustainable Development
(2005–2015). Guided by the UNECE Strategy for Education for Sustainable Development (2005–
2015), member States have moved forward with a wide range of initiatives that have contributed to the
United Nations Decade of Education for Sustainable Development (UN DESD). The ECE Steering
Committee on ESD has served as an important example of regional cooperation and coordination of
ESD, fostering the sharing of information, reporting and lessons learned. The Strategy for ESD,
together with the regular monitoring and assessment of progress, has provided a blueprint for other
regions in the world to advance ESD. The ECE’s innovative work on developing competences for
educators in ESD has garnered international attention, as have numerous good practices generated by a
wide range of stakeholders in the region. Important advances have been made in integrating ESD in
education policy and curricula, as well as in aligning education objectives with national sustainable
development visions and goals.

This evaluation report, Ten Years of the UNECE Strategy for Education for Sustainable
Development, summarizes the progress, challenges and achievements of ECE member States from
2005 to 2015 in achieving the Strategy for ESD. Many ECE member States now have ESD policies
and frameworks in place to support ESD implementation. Hundreds of initiatives have been launched
to integrate ESD into the content and processes of formal, non-formal and informal education, moving
from policy to practice. Highlights of these accomplishments include the following:

• ESD is now reflected in national education policy documents by over 90 per cent of
reporting member States.
• 89 per cent of reporting member States consider that ESD is now part of their country’s
sustainable development policies and planning.
• 84 per cent of reporting member States consider that ESD has been included in national
curriculum frameworks, with most efforts targeting the primary, lower and upper secondary
levels.
• Close to 90 per cent of member States report that ESD methods and instruments are in place
for non-formal and informal learning, with another 70 per cent indicating that support for
workplace learning on sustainability is also strong.
• Nearly three quarters (71 per cent) are promoting whole-institution approaches.
• Close to 90 per cent report efforts to address ESD in educators’ initial and in-service
training.
• Member States have moved beyond discussions of what constitutes a “green economy” to
concerted efforts to retool technical and vocational education and training (TVET) to support
sustainability.

1
The United Nations Economic Commission for Europe brings together 56 countries located in the European Union, non-EU Western
and Eastern Europe, South-East Europe, the Commonwealth of Independent States and North America.

viii
 However, the challenge of integrating ESD system-wide across all aspects and levels of formal,
non-formal and in-formal learning still remains. In looking to the next phase of work, member States
should be encouraged to further develop and strengthen strategies, plans and mechanisms for ESD
implementation. They should also continue to promote the integration of ESD into education and
sustainable development policy, pursue work on the three leverage points (school plans, teacher
preparation and TVET in support of greening economies), increase the availability of and open access
to good quality online ESD resources, give more attention to ESD in non-formal and informal learning
contexts, and address the need for ongoing ESD research, monitoring and evaluation. The findings of
this report have been taken into consideration in drafting the future implementation framework for the
Strategy (ECE/CEP/AC.13/2016/4) and will be discussed at the high-level segment on ESD at the
Environment for Europe Ministerial Conference in Batumi, Georgia, in June 2016.

Globally, member States have come together to commit to a new set of Sustainable
Development Goals, which include acknowledgement of the critical role of education. The future of
the Strategy for ESD becomes even more critical as ECE member States consider how they will
advance ESD in support of global goals. The considerable experience and success of member States
from 2005 to 2015 is an important foundation upon which to build ECE’s ESD Future Implementation
Framework and contribute to the UNESCO Global Action Programme on ESD.

ix
 Introduction
It is a common understanding of the decision-makers at all levels that ESD is vital for ensuring
a future for the generations ahead (Bulgaria, NIR).

1. BACKGROUND
ECE has recognized the importance of education as a critical factor in influencing change towards
sustainable development. Citizens need to acquire the knowledge, skills and values necessary to
support the transition to a more sustainable world. In order to promote ESD across the ECE Region, in
2005 the Vilnius High-level Meeting of Environment and
What ESD means to the ECE
Education Ministers adopted the 10-year UNECE
Strategy for Education for Sustainable Development ESD means including key sustainable
(hereinafter called the Strategy for ESD or Strategy) to development issues into teaching and
span three implementation phases (2005–2015). The learning…. It also requires participatory
Strategy for ESD was seen as a contribution to the United teaching and learning methods that
motivate and empower learners to change
Nations Decade of Education for Sustainable their behaviour and take action for
Development (2005–2014) and was meant to be the sustainable development. ESD
foundation for the regional implementation of the Decade consequently promotes competences like
and outcomes of the World Summit on Sustainable critical thinking, imagining future
Development. scenarios and making decisions in a
collaborative way (UNECE, 2005).

The Strategy for ESD complements many other global

UN initiatives, including the Dakar commitments in 2000 to Education for All, the education targets in
the Millennium Development Goals (MDGs), The UN Secretary General’s Global Education First
Initiative, the Tbilis+35 Intergovernmental Conference on Environmental Education, and the global
Sustainable Development Goals adopted at the UN Sustainable Development Summit on 25–27
September 2015.

The overall objective of the Strategy has been “to equip people with knowledge of and skills in
sustainable development, making them more competent and confident while at the same time
increasing their opportunities for leading healthy and productive lifestyles in harmony with nature and
with concern for social values, gender equity and cultural diversity” (CEP/AC.13/2005/3/Rev.1, para.
6). The Strategy emerged from negotiations at the Environment for Europe Fifth Ministerial
Conference in Kiev 2003 (UNECE, 2005), in acknowledgment that changing knowledge, perspectives
and behaviours would require sustained exposure over time to formal, non-formal and informal ESD.
Six objectives were set for member States to consider:

1. Ensure that policy, regulatory and operational frameworks support ESD;

2. Promote sustainable development through formal, non-formal and informal learning;
3. Equip educators with the competence to include sustainable development in their teaching;
4. Ensure that adequate tools and materials for ESD are accessible;
5. Promote research on and development of ESD;
6. Strengthen cooperation on ESD at all levels within the ECE region.

A 10-year time frame was set with three phases for implementation and reporting:

(a) Phase I (2005–2007) Stocktaking: Member States were invited to identify existing
initiatives, implement initial measures and consider priorities for next steps. Outcomes were
reviewed in the 2007 evaluation report (ECE/BELGRADE.CONF/2007/INF/3–
ECE/CEP/AC.13/2007/2);

1
 (b) Phase II (2008–2010) Integration: Member States were encouraged to begin integration of
sustainable development into learning, to implement national strategies and to review
progress. Findings of the second reporting cycle, presented in a second evaluation report
(ECE/CEP/AC.13/2012/3), were released in 2011;
(c) Phase III (2011–2015) Implementation: Member States advanced their progress towards
full implementation, following a work plan with three priority action areas:

• to ensure that there is an ESD school plan in every school by 2015;

• to promote the introduction of ESD into teacher education;
• to reorient technical and vocational education and training (TVET) in support of
sustainable development and the transition to a green economy (UNECE Steering
Committee on ESD, 2013).

In addition to member States, a wide range of stakeholders contributed to the achievement of the
objectives of the Strategy for ESD, including non-governmental organizations, academic institutions,
networks such as United Nations Educational, Scientific and Cultural Organization (UNESCO)
Associated Schools Project Network (ASPnet), multi-stakeholder groups such as the Regional Centres
for Expertise in ESD, and other UN agencies, such as the United Nations University.

Oversight of the implementation of the Strategy has been undertaken by the ECE intergovernmental
Steering Committee on ESD. In addition to establishing the committee, ECE member States agreed in
2005 that the Strategy should be accompanied by an indicator system to support reporting by member
States. Development of the indicators was undertaken by a 10-member Expert Group on Indicators for
ESD. The resulting guidance document, Learning from each other: the UNECE Strategy for
Education for Sustainable Development (UNECE, 2009b), has provided the context, rationale and
interpretation notes to assist governments and other stakeholders through the reporting process.

The following report summarizes the progress and notable achievements of ECE member States from
2005 to 2015, with particular attention to Phase III of the Strategy (2011–2015), and identifies
challenges and opportunities for building on that progress into the future. The findings of this report
were taken into consideration when drafting the future implementation framework for the Strategy for
ESD and will be discussed at the high-level joint session of education and environment ministries at
the June 2016 Environment for Europe Ministerial Conference in Batumi.

1.1 Methodology
This evaluation report reviews the data collected through national implementation reports (NIRs)
submitted by member States at the end of the third phase of the Strategy, as well as supplemental
information provided by member States to the secretariat through annual informal national reports and
reports of ECE ESD Steering Committee working groups (UNECE, 2015b). It also reflects on
progress as compared to the first and second evaluation reports for 2007 and 2010. Consideration is
also given to reporting to UNESCO by UNESCO member States in the ECE region as part of the 2014
final monitoring and evaluation report for the Decade of ESD (UNESCO Final Report) (UNESCO,
2014).

2
Monitoring, evaluation and reporting criteria

The framework for assessment used in this evaluation report is the same framework used for the 2007
and 2010 reports and follows the “Criteria to assess successful implementation of the UNECE
Strategy for Education for Sustainable Development” (Eernstman and Wals, 2011) set by the ECE
Expert Group on Indicators, as well as the Guidance on Reporting on the Implementation of the
UNECE Strategy for Education for Sustainable Development (ECE/CEP/AC.13/2009/5). The
reporting format (ECE/CEP/AC.13/2014/5) was updated by the secretariat in consultation with the
Expert Group on Indicators to meet the reporting needs of Phase III. The following table summarizes
the major assessment criteria for each of the seven issues to be addressed through the Strategy for
ESD.

3
 Monitoring and Evaluation Framework (UNECE, 2009b, p. 83)
Issues Criteria for success
1. Policy, regulatory and • Basic prerequisites achieved (strategy in national language, national focal
operational frameworks point, coordinating body, national implementation plan, synergies with other
support the promotion of ESD processes)
ESD • ESD explicitly mentioned in national legislation and/or policy documents
• National ESD action plan developed and implemented through
interdepartmental and multi-stakeholder process
2. Sustainable development 1. Themes related to social, environmental and economic dimensions are
in formal, non-formal and addressed in the curricula at a minimum of four International Standard
informal learning Classification of Education (ISCED) levels 2
2. Themes are addressed in an integrated manner
3. The four learning competences (Learning to Know, Do, Be, and Live and
Work together) are addressed, covering at least three expected outcomes
4. At least one national programme supporting a whole-institution approach
exists
5. ESD is addressed in a statutory quality assessment system in at least one
ISCED level
6. At least one example is given of sustainable development (SD) issues being
addressed in both non-formal and informal education, with the example(s)
demonstrating how evaluation results have been used to improve practice
7. Most of the stakeholder groups are involved
3. Competence within the • ESD is incorporated into initial and in-service training within at least four
education sector ISCED levels
• ESD is incorporated into training of leadership and administrative staff
within at least four ISCED levels
• At least one national programme/initiative exists to support
cooperation/networks/platforms on ESD among educators
4. Tools and materials • ESD tools and materials are available to at least three ISCED levels
• A working system is in use to assure quality of ESD tools and materials
• At least one of the following exists: a national strategy for distribution; public
authority money invested; approved materials available through the Internet;
register of teaching tools in the national language available through the
Internet; register of teaching tools available through other channels
5. Research and development • Research on ESD is carried out and supported
• ESD actors are supported in contributing to ESD research and development
• Initiatives / mechanism are described that link ESD R&D with practice
• ESD research involves interactive dissemination mechanisms
6. Education for sustainable • At least one example is given of international cooperation on ESD
development cooperation
7. Conservation, use and • Evidence shows that the role of indigenous peoples’ knowledge is recognized
promotion of knowledge of in ESD
indigenous peoples

Primary data source: national implementation reports

The national implementation report (NIR), prepared on the basis of a reporting template, was
developed by the ECE Expert Group on Indicators and describes the progress in the implementation of
the Strategy for ESD at a national level on the basis of the responses to a set of indicators. The
reporting template included 18 indicators with 497 sub-indicators structured according to the seven
issues that reflect the objectives of the Strategy for ESD. The Expert Group instituted a ratings scale
for a number of sub-indicators to provide greater specificity in how member States were advancing.
The elements of the scale “A” to “F” varied from indicator to indicator. For the purposes of this report,
2
ISCED levels: 0. Early childhood education; 1. Primary education; 2. Lower secondary education; 3. Upper secondary education; 4.
Post-secondary non-tertiary education; 5. Short-cycle tertiary education; 6. Bachelor’s or equivalent level; 7. Master’s or equivalent
level; 8. Doctoral or equivalent level.

4
the categories have been interpreted as follows: A: Minimum; B: Initial; C: Moderate; D: Progressing;
E: Advanced; F: Maximum. Both quantitative analysis and qualitative review of descriptive comments
in the NIRs have been considered in this evaluation report.

Out of the 56 ECE member States, 38 submitted an NIR to the ECE secretariat for the third reporting
period. This is a slight increase over the previous reporting periods, with 35 member States submitting
reports in 2007 and 36 in 2010. The majority of responses received were from Ministries of Education
(68 per cent) with the remainder submitted by ministries responsible for environment, ecology,
agriculture and economics portfolios (25 per cent). Thirty-two member States contributed at least one
informal report on progress on Phase III priorities for 2012, 2013 and 2014, with 23 member States
submitting detailed updates in 2014.

For a number of member States, responsibility for education rests with individual provinces/states
rather than at the federal level. NIRs for these member States therefore reflect, as best as possible, a
compilation of responses from provincial/state ministries (e.g., Canada), a report by a national
coordinating body (e.g., Germany) or an overview of actions being taken at the provincial/state level
(e.g., Switzerland).

A consultative approach to the compilation of the NIRs has been encouraged throughout the three
phases of the ECE monitoring process. For the third report, 82 per cent of responding member States
engaged at least one other government department in the compilation of the NIR: only seven member
States indicated that no other government department was involved. Nearly three-quarters (71 per
cent) affirmed that civil society or academic stakeholders contributed to the NIR. Private sector
stakeholders were much less involved, with only nine member States indicating direct or indirect
engagement with private sector interests in the preparation of the NIR.

In order to gain insight into issues that are specific to sub-regions of ECE, the data has also been
analyzed by groupings of countries. This level of comparative analysis was used very cautiously
because of the disparity in group sizes, with only six countries reporting in the Eastern Europe, the
Caucasus and Central Asia group 3 and four countries in the South-Eastern Europe group, 4 whereas 28
countries reported in the European Union, other Western European countries and North America
group. 5, 6

Other data sources

While the NIRs provided indicators on whole-school approaches and teacher education, it did not
capture data on the more specific Phase III priorities. Data on progress on these priorities was obtained
through annual, informal national reports submitted by member States on progress made in the
implementation Phase III of the Strategy from 2011 to 2014. Thirty-two member States responded at
least once to the annual survey of initiatives under the Phase III work plan priorities (2012: 19
countries [TVET questions only]; 2013: 22 countries; 2014: 23 countries).

To enrich and support the findings of this evaluation report, government agencies and other
organizations from 16 member States and five regional programmes contributed case studies on ESD
initiatives (26 in total), documenting their lessons learned from 2005 to 2014 (see Annex III). Case
3
Armenia, Belarus, Georgia, Kyrgyzstan, Republic of Moldova and Ukraine.
4
Bosnia and Herzegovina, Montenegro, Serbia and Turkey.
5
Andorra, Austria, Belgium, Bulgaria, Canada, Croatia, Cyprus, Czech Republic, Denmark, Estonia, Finland, Germany, Greece,
Hungary, Iceland, Ireland, Latvia, Luxembourg, Malta, Monaco, Netherlands, Norway, Poland, Romania, Slovakia, Slovenia, Sweden
and Switzerland.
6
For the purposes of this report, Canada has been included in the EU/West/NA group and Turkey in South-Eastern Europe.

5
studies have been slightly condensed and edited for inclusion, and in some cases enhanced with data
from the NIRs. In three cases (Finland, Germany and Hungary) only an excerpt of the study has been
used to highlight lessons that are relevant to a specific ESD issue; references to other data provided in
the full case studies are noted where relevant in the body of the report. Key points from three of the
four cases provided by Belgium, as well as one of the two cases from Armenia, are also referred to in
the body of the report but condensed versions of those studies have not been included.

Other data sources that were used to inform the analysis of this report include: the First and Second
Evaluation Reports of the Strategy for ESD, informal member State National Reports submitted to the
ECE secretariat, Reports of the working groups of the ECE ESD Steering Committee and related
reports by other agencies (see Annex I for the list of sources). Consideration was also given to ECE
regional coverage in the UNESCO Final Report.

Reporting across the 10 years of the Strategy for ESD

Twenty-six countries (nearly half of the 56 member States) have submitted NIRs for all three reporting
periods, with another five submitting in both 2010 and 2015. One member State submitted in 2007 and
again in 2015. Six member States submitted NIRs for the first time in 2015. This, however, under-
represents the engagement of ECE member States in reporting on ESD across the 10 years of the
Strategy:

• An additional nine countries provided reports in 2007 and/or 2010, for a total of 47
countries submitting at least one NIR during the Strategy period.
• Furthermore, 32 member States have submitted informal national reports at least once
on the Phase III priorities. This group includes one that has not submitted an NIR in any
of the three reporting periods.
• It is worth noting that 27 UNESCO member States from the ECE region responded to
UNESCO’s questionnaire for the preparation of the UN DESD Final Report. This
includes three countries that have never submitted an NIR to the ECE process. (See
Annex II for a list of reporting member States.)

While 38 member States have submitted NIRs, for the 2014 reporting round that covers the period
from 2005 to 2014, another 13 member countries have reported at various stages to ECE and/or
UNESCO on their efforts to address ESD. This suggests that at the end of the United Nations Decade
of Education for Sustainable Development, which was the UNECE Strategy’s original implementation
period, a total of 51 countries (91 per cent of ECE member States) have engaged wholly or in part to
advance ESD. Since the Strategy was adopted, only five countries have never reported to either ECE
or UNESCO on their progress—representing just 9 per cent of ECE member States.

1.2 Limitations to the evaluation report

The complexity and scope of the NIR template led to variations in reporting: not all member States
responded to every question and not all submitted the same level of detail. Some member States
provided considerable information on a few indicators but not on others. In a number of cases, few
comments were provided to clarify or enhance the quantitative data.

A number of indicators set by the Expert Group reflect progress rather than completion of work and
full ESD integration. For example, one of the benchmarks considers success to be “Themes related to
social, environmental and economic dimensions are addressed in the curricula at a minimum of four
ISCED levels”. Reaching this benchmark is an indication of the success of the Strategy but should not

6
be interpreted as the full integration of ESD across all levels of formal, non-formal and informal
learning. Even though member States may have reached a number of such benchmarks, in their final
self-assessments in the NIR they are nevertheless more modest in their overall assessment of progress
on most indicators.

Comparisons with findings in the 2007 and 2010 evaluation reports were not possible for all issue
areas either because quantitative data was not included in the 2007 and 2010 reports and/or because
member States did not provide sufficient data to undertake a direct comparison.

To the extent possible, at least one key insight or initiative, and often more, from every reporting
member State has been included in this evaluation report. However, it has not been possible to capture
all activities, comments and recommendations, given the depth and breadth of information provided
by most member States. Selected activities have been highlighted to illustrate the main points of the
assessment, but all member States should be recognized for the contributions they have made to
advancing ESD throughout the 10 years of the Strategy for ESD.

7
2. MAJOR FINDINGS
The progress that ECE member States have made over 10 years has contributed to the advancement of
the objectives of the United Nations Decade of ESD, the Strategy and to a growing understanding
across global education initiatives that education systems must respond to the social, environmental
and economic challenges facing the world today. The five key findings of this report are set out as
follows:

1. The securing of leadership and political will has been a critical factor in the success of the
Strategy.
2. At the end of the implementation of Phase III, significant advancements have been made on
four of the seven Strategy issue areas: policy integration, curricula, tools and resources, and
cooperation and networking.
3. Full integration of sustainable development knowledge, skills and values by all learners,
while well in progress, has yet to be realized across all levels and types of education.
4. The three priorities for Phase III—ESD school plans, teacher competences and ESD in
TVET—are proving to be challenging but necessary leverage points in whole-system change.
5. Recognition that ESD lies at the core of the purpose of education has increased but remains to
be fully secured across all member States.

Finding 1: The securing of leadership and political will has been a critical factor in the success of
the Strategy. With the endorsement and support of political and administrative leadership, almost all
(91 per cent) of ECE member States have participated to a greater or lesser extent in advancing ESD
during the implementation of the Strategy from 2005 to 2015. Furthermore, two-thirds of member
States have already provided indications to the ECE secretariat of their desire to continue to work
towards full implementation. Leadership and political will have contributed to member States’ ability
to sustain their commitment to ESD, although concerns are expressed by some that changes in
government may adversely affect the level of ongoing participation.

Finding 2: At the end of the implementation of Phase III, significant advancements have been
made on four of the seven Strategy issue areas: policy integration, curricula, tools and resources,
and cooperation and networking.

• Policy integration: ESD is now reflected in national education policy documents by over
90 per cent of reporting member States; 89 per cent of reporting member States consider
that education is now part of their country’s sustainable development policies and
planning.

• Curricula: Member States (84 per cent) report that ESD has been included in national
curriculum frameworks, with the majority of efforts focused on primary, lower and upper
secondary levels. While the environmental dimension continues to receive most of the
attention, it is encouraging to see the levels of effort to address social and economic
themes as well.

• Tools and resources: Government, academic and civil society stakeholders in all reporting
member States are involved in the development and production of ESD materials.
However, while the supply may be growing, the demand is unknown. Mechanisms to
promote and disseminate the materials vary widely from country to country and the extent
to which these materials are being used is difficult to assess.

8
 • Cooperation and networking: Member States (95 per cent) report that ESD
implementation is a multi-stakeholder process that includes a wide range of working
groups, councils, networks and partnerships. Regional cooperation is strong, and the role
of different stakeholders, especially civil society actors, is recognized and appreciated.

Finding 3: Full integration of sustainable development knowledge, abilities and values, while well
in progress, has yet to be realized across all levels and types of education. Many of the indicators of
success for the Strategy as set out by the Expert Group on Indicators have been met, but reporting
member States nevertheless cautiously consider that they are still “in progress” or “developing”
towards a comprehensive implementation of ESD across all levels of education. The majority of
advances reported by member States are in explicitly addressing ESD themes in the curricula (97 per
cent), competences and learning outcomes (92 per cent) and pedagogical approaches (95 per cent) at
the earliest levels of early childhood learning, as well as primary and secondary levels of formal
education. Less is known about ESD in higher education, although member States report that higher
education institutions in the region are increasingly engaged in ESD through high-level affirmations
by university leaders and through networks of committed institutions.

Progress on non-formal and informal learning is less clear: on the one hand, close to 90 per cent of
member States report that various ESD methods and instruments are available for non-formal and
informal learning; on the other, at least half of member States suggest that they have either not started
or are just in the first stages of advancing ESD in non-formal and informal learning. Member States
presented a wide range of non-formal and informal ESD learning initiatives, but acknowledged that
many of these have been undertaken independent of, or in partnership with, a range of government
agencies. Non-governmental organizations (NGOs) appear to be playing a significant leadership role
in the promotion of ESD in non-formal and informal settings. However, less is known about the extent
and effectiveness of these efforts as there is no central mechanism for documenting initiatives and they
are rarely evaluated.

Finding 4: The three priorities for Phase III—ESD school plans, teacher competences and ESD in
TVET—are proving to be challenging but necessary leverage points in whole-system change.

Priority I – ESD school plans: Nearly three-quarters (71 per cent) of member States report promoting
whole-institution approaches. With respect to school plans, most continue to focus on enhancing
sustainable development in the curriculum and classroom through projects and/or the promotion of
voluntary schemes for individual schools to seek ESD recognition and certification.

Priority II – Teacher competences: Close to 90 per cent of member States report that ESD is now a
part of educators’ initial and in-service training, although the qualitative comments provided suggest
that many are cautious about how widespread and transformative the support is for ESD, given the
autonomous nature of teacher education institutions in many countries. It is also not clear whether
significant numbers of teachers have been trained to date.

Priority III – ESD in TVET: From 2012 to 2015, some member States have moved beyond
discussions of what constitutes a green economy and green jobs to concerted efforts to retool TVET to
support sustainability, in consultation and partnership with industry sectors and TVET institutions.
However, while new competences and skills are being defined, new courses developed and TVET
programming revised in some member States, less than half of member States indicate that significant
progress has been made.

Finding 5: Recognition that ESD lies at the core of the purpose of education has increased
(Buckler and Creech, 2014); however, it is still to be fully secured across all member States. A

9
number of challenges and obstacles have persisted throughout the Strategy for ESD period, such as
securing structural reform of education systems and embedding ESD in mainstream budgets, preparing
educators, strengthening mechanisms for cooperation and engagement across a broader cross-section
of stakeholders, and addressing the need for more ESD research, monitoring and evaluation. While
leadership and political support for ESD have been critical success factors over the past 10 years, the
commitment to long-term, sustained leadership and political will among decision-makers may not
continue to be present going forward. These various obstacles suggest that an overarching challenge
continues to be securing recognition that ESD lies at the core of the purpose of education: to prepare
the learner with the knowledge, skills and attitudes to understand, respond and prosper in the face of
the economic, social and environmental challenges of today’s world.

Overcoming these challenges and continuing work on ESD will require developing, refreshing and
expanding ESD strategies and plans, and securing existing and new partnerships and collaborations,
such as working with UNESCO through the Global Action Programme for ESD (GAP). In a new
phase of work, opportunities to integrate ESD further into education and sustainable development
policy may be driven by growing national sustainable development and green economy planning and
commitments to regional and international sustainable development conventions and the new
Sustainable Development Goals. Work on the three priority leverage points—school plans, teacher
preparation and TVET in support of greening economies—should continue. More systematic attention
should be given to progress on non-formal and informal learning, and special consideration given to
advancing ESD research, monitoring and evaluation as essential inputs to strengthening ESD.

10
3. PROGRESS TOWARDS MEETING THE STRATEGY’S OBJECTIVES

In the Czech Republic, ESD is implemented particularly by the influence of the UNECE
Strategy for ESD and the Strategy for ESD of the Czech Republic, which is based on the
UNECE Strategy for ESD (Czech Republic, NIR).

3.1 Overall status of ESD implementation

On completion of the NIR, member States were encouraged to reflect on the status of ESD
implementation in their country and to identify one of four stages of progress for each of the 18 major
indicators: not yet started; in progress; developing; and completed. This self-assessment exercise has
provided an important overview of the general status of ESD implementation across the region and
provides another lens on the more detailed reporting compiled in the NIR. On balance, the majority of
member States report considerable activities across all the criteria for success on the Strategy and, in
many cases, have met or exceeded those criteria. But meeting those criteria is not the same as having
achieved full implementation of ESD, and the self-assessment ranking provides an important
qualification on the progress that member States have made. The averaged or mean rankings suggest
that these States as a whole consider that they are well “in progress” on advancing ESD across all
indicators (Chart 1), with member States on average at a more advanced stage on two indicators in
particular: having prerequisite measures in place and having introduced sustainable development
themes into formal education. However, while a number of individual member States have reached
“completion” on selected indicators, on average, the region as a whole has more work to do to secure
full implementation on the issues to be addressed by the Strategy.

Variations among the three regional groupings are relatively minor. Eastern Europe, the Caucasus and
Central Asia and South-Eastern Europe member States on average are at the “in progress” stage on
most indicators. European Union, other Western European countries and North American member
States are closer to the more advanced “developing” stage but, as a whole, this group has made more
progress on policy, legislation, curriculum and strategies for implementation.

The self-assessment provides an important summary of member States’ views of their progress against
each indictor. The following sections consider in greater detail each of the seven major issues to be
addressed by the Strategy for ESD, as well as related indicators and sub-indicators, together with
qualitative information provided by member States to enhance and clarify their reporting.

11
3.2. Issue 1: Policy, regulatory and operational frameworks that support the
promotion of ESD

Success criteria
The National Strategy For Development “Moldova Basic prerequisites achieved;
2020” recognize[s] that “Education has an essential ESD explicitly mentioned in national
role in combating poverty and ensuring sustainable legislation and/or policy documents;
National ESD action plan developed
economic development” [and that] “lifelong learning and implemented through
is seen as a fundamental pre-condition for long term interdepartmental and multi-
sustainable development and economic stakeholder processes.
competitiveness” (Republic of Moldova, NIR).

Over the Strategy’s original 10-year period, member States have laid the foundation necessary to
advance ESD, with the establishment of focal points (84 per cent) and coordinating bodies (72 per
cent) needed to champion, build relationships and sustain momentum on ESD (Chart 2). For example,
Germany created the National Plan of Action for implementing both the UN DESD and the Strategy
for ESD in Germany, and it also established two main governing bodies: the German National
Committee and Round Table (see case study 2). Roughly three-quarters of member States have also
put in place national implementation plans (71 per cent) and have sought synergies at the national
level between the ESD process, the DESD and other policy processes relevant to ESD as a necessary
step in gaining support for changes in policy, regulatory and operational frameworks (76 per cent).
ESD has now been reflected in national education policy documents by over 90 per cent of reporting
member States (Chart 3). Equally important, 89 per cent of reporting member States consider that
education is now part of their country’s sustainable development policies and planning (Chart 4).

12
13
 This convergence can be seen at the highest levels of national vision statements. In
Finland, for example, the national concept, Society’s Commitment to Sustainability,
has been launched: “Through the commitment, the government and the
administration, in collaboration with various societal actors, pledge to promote
sustainable development in all their work and operations. [...] The operational
commitments include concrete measures, changes in operating procedures and
innovative trials that promote the shared goals. [...] [As of October 2014], by far most
of the operational commitments are related to education [more than 30 per cent of all]
(Finland, NIR).”

Moving from vision to strategy, several member States report the integration of
education into umbrella sustainable development objectives. A number of member
States (such as Austria, Estonia [see case study 1] and Romania) report that education
is now a component of their National Strategy for Sustainable Development.
National/state concepts of the green economy have influenced jurisdictions such as
Denmark and Manitoba (Canada), where work on ESD is being aligned with green
growth planning. In some cases, ESD appears across a mix of national strategies, such
as in Poland with the introduction of ESD into its national strategic documents
Strategy for Energy Security and Environment, Strategy for Innovation and Efficiency
of the Economy, as well as Perspective for Lifelong Learning. These strategies are part
of a core set of the most important strategic documents in Poland, which forms a
blueprint for the country’s development (Poland, NIR).

In Latvia, the government developed Latvia’s Guidelines for Education Development

Strategy 2014–2020. This is “a medium-term policy planning document defining the
basic principles, goals, and lines of action of education development policy covering
all types and levels of education. The main goal of the policy is high-quality and
inclusive education for personal development, human welfare and reaching
sustainable national growth. The basic principles stated in the Guidelines are: 1)
human-orientated education; 2) education that promotes knowledge-based society; as
well as 3) education for sustainable development” (Latvia, NIR).

Furthermore, ESD is now being included in the strategies and planning of other
government departments. Cyprus, for example, describes how ESD now appears in
the Department of Agriculture’s Cyprus Rural Development Programme 2007–2013,
the Ministry of Health’s programmes, the Ministry of Industry and Trade’s National
Energy Efficiency Action Plan and the National Action Plan for Renewable Energy
(Cyprus, NIR).

Related tools for the implementation of ESD policy are also being developed and
utilized, with three-quarters (74 per cent) addressing ESD in national education
legislation and regulatory instruments. For example, Serbia’s Law on Fundamentals
of the Education System has incorporated into its education and pedagogy objectives
the mandate “to raise awareness about the importance of sustainable development,
protection and preservation of nature and environment, ecology-related ethics and the
importance of animal protection” (Serbia, NIR). Slovenia’s Organisation and
Financing of Education Act (2008) “sets as an aim education for sustainable
development and active social integration in the democratic process” (Slovenia, NIR).
Many member States go further to provide public budgets and other economic
incentives to support ESD (76 per cent). Montenegro highlights that its Bureau for
Education has included special financial lines in its budget for the development of
ESD-related curricula and teacher training programs including counselling in the

14
schools (Montenegro, NIR). However, there are some member States that have
indicated that a special budget is not allocated for education for sustainable
development per se, but relevant projects are supported. In Turkey, for example, a
national contribution is provided for selected projects (Increasing Enrolment Rates
Especially of Girls Project, Education for Democratic Citizenship Project, etc.) that
support ESD (Turkey, NIR).

Twenty-eight member States reported the adoption of new and amended legislation
and regulatory instruments, primarily at the primary, lower and upper secondary
levels (Chart 5). Nearly 85 per cent of reporting member States have moved beyond
policy frameworks to ensure that ESD is included in the curriculum and/or standards,
mostly at the primary and secondary levels of education (Chart 6):

Greece: ESD is reflected in documents that refer to: a) the implementation of

the new curricula/programmes of study; b) the teachers’ initial and in-service
training; c) the implementation of an educational assessment system; and d)
the regulatory framework that supports “the school of (the) 21st century”
(Greece, NIR).

Malta: The inclusion of ESD in the National Curriculum Framework and the
subsequent compilation of ESD learning outcomes as part of the Learning
Outcomes Framework project have provided official recognition of the
importance of ESD (Malta, NIR).

Slovenia: ESD is integrated into the national curriculum at all levels of formal
education (early childhood, primary, lower secondary, upper secondary and
vocational education) (Slovenia, NIR).

Slovakia: The National Strategy for Global Developmental Education 2012–

2016 includes environmental, socio-cultural and economic aspects of
education (see case study 3).

15
 ISCED levels

0. Early childhood education

1. Primary education
2. Lower secondary education
3. Upper secondary education
4. Post-secondary non-tertiary education
5. Short-cycle tertiary education
6. Bachelor’s or equivalent level
7. Master’s or equivalent level
8. Doctoral or equivalent level

The first level of formal education—early childhood care and education (ECCE)—has
been recognized as “the foundation for sustainable development and the beginning
point for ESD” (Buckler and Creech, 2014, p. 10), and it is encouraging to see 20
member States addressing ESD in legislative and regulatory arrangements for ECCE,
and 25 addressing ESD in ECCE curricula and standards. Monaco highlights the
continuity of ESD from the earliest stages of learning: La sensibilisation des élèves
dès l’age de 3 ans et en continu jusqu’à la fin de leur scolarité : tout au long de leur
parcours scolaire, l’élève est sensibilisé à cette notion, de manière à ce qu’il puisse
devenir un éco-citoyen [Educating students from the age of 3 years and continuously
until the end of their schooling: throughout their schooling, students are aware of this
concept, so they can become an eco-citizen] (Monaco, NIR).

In Sweden, the national curriculum for early childhood education has a continuing
focus on nature and the environment, demonstrated by its focus on environmental and
nature conservation issues and its ecological approach, as well as on acquiring a
caring attitude towards nature and the environment and on promoting a positive belief
in the future. Swedish preschools are also expected to work with democratic values
and child participation as foundations for learning and interaction (Sweden, NIR).

Progress at the tertiary levels of formal education is less clear, with lower numbers of
member States reporting advances at these levels. Given the autonomous nature of
tertiary-level institutions in many countries, responding member States may have been
limited in their ability to report on progress at ISCED levels 4 through 8 (covering
post-secondary non-tertiary education, short-cycle tertiary education, bachelor’s or
equivalent level, master’s or equivalent level, and Ph.D. or equivalent level).

Some member States suggest that this is an area that requires further attention.
Germany, for example, notes that for ESD in higher education, there only exists a

16
statement of the Conference of University Rectors and the German Commission for
UNESCO, which includes ESD but no legislation or curricula. Finland suggests that
because the higher education institutions (HEIs) are autonomous and each
independently decides on its curricula and research activities, the situation [of ESD]
among the HEIs (polytechnics and universities) varies.

Member States have reported on some important progress in promoting ESD in HEIs.
For example, in Finland, the HEIs negotiate operational and qualitative targets, as
well as resource requirements, with the Ministry of Education and Culture. For the
agreement period of 2013–2016, the institutions and the Ministry have agreed that the
principles of sustainable development will be central to all HEI activities (Finland,
NIR). In Sweden, the Higher Education Act now instructs HEIs to promote
sustainable development that ensures present and future generations a healthy and
good environment, economic and social welfare and justice. ESD is also included in
various educational programmes and courses, but at the discretion of the universities
(Sweden, NIR).

Outside of the ISCED formal education levels, progress on non-formal/informal

education and public awareness of sustainable development also appears to be
advancing, with a majority of member States reporting ESD being addressed in policy
and regulatory documents and operational frameworks for these areas (82 per cent and
76 per cent respectively). This progress is, however, tempered by member States’
overall assessment that ESD methods and instruments have not as yet been widely
adopted for non-formal and informal learning (Chart 1, above). Member States’
responses in general acknowledge that sustainable development must be addressed in
other forms of learning—that formal education alone is not sufficient to support a
transition to more sustainable societies. As Norway stipulates, “the importance of
non-formal and informal learning is recognized, and aims to be achieved through
organizations and services complementing the formal system; awareness-raising is
addressed in order to change behaviours [towards] sustainable development”
(Norway, NIR). Slovenia reports that non-formal and informal ESD have been
included in the National Master Plan for Adult Education 2013–2020 as a priority
task, as one of 15 long-term goals and, on the implementation level, as one of the
priority content areas of programming for adults (Slovenia, NIR).

Looking forward: Opportunities for advancement on Issue 1: policy, regulatory and

operational frameworks supportive of ESD

Consider new phases for national ESD strategies and plans: Many member States
have committed to build on what they have accomplished through new phases for
ESD strategies and plans. Armenia reports that the development of the National
Strategy for ESD and Plan of Activities for 2016–2025 is in progress (Armenia, NIR).
In Romania, improvements to the legal framework on education that supports the
promotion of ESD are to be finalized shortly (Romania, NIR). In the Ukraine, ESD
has been embedded in the National Doctrine of Education Development and in the
nationwide curriculum. It now intends to address questions of national standards and
ESD criteria for educational services, to be presented for public discussion and further
developed (Ukraine, NIR). In Ireland, The National Strategy on Education for
Sustainable Development covers the period 2014–2020. It includes provision for a
mid-term review in 2017 that will take into account relevant developments at the
international level. In Sweden’s UNESCO Strategy 2014–2017, ESD is a prominent
component that will be further prioritized during the period of 2014–2017 (Sweden,

17
NIR). The 10th Five-Year Development Plan in Turkey, covering the period of 2014–
2018, presents initiatives and measures that reflect all components of sustainable
development, including ESD.

Promote further integration of sustainable development into education and education

into sustainable development objectives: As the UNESCO Final Report asserts,
increasingly education decision-makers are reconsidering the overarching purpose of
education and its relevance to the social, environmental and economic challenges that
the world faces. Simultaneously, “stakeholders for sustainable development are
increasingly taking up education, public awareness and training to advance
sustainable development” (Buckler and Creech, 2014, p. 28). ECE member States
should continue to pursue the alignment and integration of education policy and
sustainable development policy. As Germany suggests in its 2013 Peer Review
Report, there is now “a firm foundation to consolidate what has been achieved so far
and to integrate sustainability more securely throughout all parts of German
government, business and society. Central recommendations include building
sustainability more systematically into all levels of education. The German Council
for Sustainable Development has since scaled up considerably its efforts to strengthen
ESD at the local policy level and at institutes of higher education” (Germany, NIR).

Review the wide range of mechanisms for securing and leveraging public funds:
Financial support and incentives for ESD have varied widely among ECE members,
ranging from mainstream education budget allocations to project grants and co-
financing with stakeholders. A review of experience in financing ESD may be helpful
to those countries continuing to struggle with securing, sustaining or increasing public
funds for advancing ESD.

18
3.2.1. Issue 1: Case studies

19

Case study 1: Advancing ESD
across Estonia
Highlights
• Since 2002, sustainable
development has been incorporated
as a cross-curricular objective in
the national curriculum
• During 2013–2015, more than 600
educators were trained in ESD
Overview
Estonia has been an early adopter of
ESD, incorporating sustainable
development as a cross-curricular
objective in its National Curricula
since 2002. Active participation in the
2002 Agenda 21 for Education in the
Baltic Sea Region has included an ESD
action programme that led to the
nomination of national ESD
coordinators for formal, higher and
non-formal education. These early
initiatives have created a positive
climate for full engagement in the
Strategy for ESD.
At the start of the DESD and Strategy
for ESD, more systematic
implementation of ESD in Estonia was
undertaken, anchored in cooperation
among the Estonian Ministry of
Education and Research, the Ministry
of Environment and the Estonian
Commission for UNESCO. Both
ministries provided financial resources,
complementing the core support
provided through European Union
Structural Funds.
Process
In advancing ESD across the
curriculum, the emphasis has been on
the interrelationship among natural,
social and cultural environments, and
on developing responsible attitudes to
sustainable development. As of 2015,
ESD is a part of teaching and learning
from Form 1 through to Form 12.
Opportunities for teaching ESD
20
concepts are presented in all subjects.
All Estonian schools have to prepare
the school curriculum on the basis of
the National Curricula, which requires
that sustainable development concepts
be integrated into everyday school life.
The curriculum is flexible enough to
cope with differences at the local level
and in individual schools. At the
school level, course studies can be
complemented through collaboration
with regional and local institutions,
enterprises and civic associations.
Teacher development is a top priority
in Estonia. Initial teacher education is
provided by universities and
professional higher education
institutions. Teachers of all levels are
expected to obtain professional and
didactical competences and skills to
create a safe study environment, to
develop school curricula, to co-operate
with other teachers and to implement
the cross-curricular topic of
environment and sustainable
development. In 2013, the government
issued a call for the preparation of in-
service training curricula and training
courses for teachers of formal
education and universities and non-
formal environmental education
professionals. The objective of the
programme was to equip educators and
non-formal environmental education
specialists with the competences to
implement active learning methods and
integrate the cross-curricular topic of
environment and sustainable
development into their everyday
teaching. The two main state
universities, which provide initial
teacher education, prepared in-service
training curriculum and programmes
and organized the ESD courses. During
2013–2015, more than 600 educators
were trained in ESD.
Outcomes
Estonia’s overall assessment of its
progress is that it has implemented
successfully the ECE Strategy for
ESD. This foundation can now be built
upon to make sustainable development
an integral part of education. But the
crucial work of implementing ESD
across everyday education practice is
still ahead.
Sources: Estonia, case study; Estonia,
NIR.

21

Case study 2: Framework and
coordination for ESD
Implementation in Germany,
a federated education system
Highlights
• Over 2000 projects recognized for
their ESD good practice
• ESD has been reflected in the
National Sustainability Strategy
• 13 of the 16 German Federal States
formulated their own action plans
for the UN DESD
Overview
Responsibility for education in
Germany lies primarily with the
Länder (federal states). Coordination
efforts during the UN DESD have
served to advance ESD across the 16
states. When the UN DESD was
proclaimed in 2002, intensive
preparatory work began in Germany
for its implementation, recognizing
that in a federated system, effective
mechanisms for engagement and
collaboration with the states and all
other stakeholders would be required.
The German Commission for
UNESCO assumed the coordination of
the Decade activities under a German
Bundestag (federal parliament)
resolution in 2004 with the support of
the Federal Ministry of Education and
Research. The two main governing
bodies—the German National
Committee and Round Table—and a
coordinating office began work in the
same year. This made it possible to
present the first National Plan of
Action with detailed recommendations
for implementation in time for the
Decade’s commencement in 2005 and
the start of the Strategy for ESD.
Process
The top-level advising and governing
body, the National Committee,
represents several federal and state
22
ministries, the Parliament, non-
governmental organizations, the media,
the private sector and the scientific
community. The National Committee
intermediates between the initiators
and stakeholders of ESD by bringing
together partners, projects and
initiatives. It also coordinates and
monitors national implementation and
puts it in an international context.
The National Plan of Action is the
central policy document for
implementing both the UN DESD and
the Strategy for ESD in Germany. The
primary objective of the National Plan
of Action was nothing less than to
anchor the idea of sustainable
development in all areas of education.
To take the plan into action, more than
100 sustainability and education
stakeholders from all over Germany
came together once a year at the Round
Table, with all 16 federal states
represented. The focus was on
strengthening networks among
stakeholders as well as discussing
strategic questions related to ESD. The
Round Table provided the inspiration
for many new activities and
cooperation projects. Working groups
were also initiated to focus in-depth on
different aspects of education sectors
or sustainable development topics. The
working groups developed concrete
guidelines to embed sustainable
development in their respective
educational areas. This coordination
has helped to create the bridge between
the decision-makers in ministries and
the stakeholders on the ground.
In 2005 as part of the implementation
of the UN DESD, the Federal Ministry
for Economic Cooperation and
Development and the Standing
Conference of the Ministers of
Education and Cultural Affairs of the
Länder (the Standing Conference)
decided to develop a curriculum
framework for ESD linked to the
curricula of secondary-level subjects
and identifying ESD competencies
within those subjects. Starting with
guidelines for primary education,
general suggestions for TVET and
examples for the subjects that are
traditionally more closely linked to
ESD (such as nature, biology,
geography, politics and ethics), the
first edition, Orientierungsrahmen für
den Lernbereich Globale Entwicklung
(Cross-Curricular Framework
Global Development Education in the
Context of ESD), was published in
2007. The Standing Conference
provided the document to all
curriculum developers at the regional
and local levels as one of the general
guidelines for school development. In
the following years, the Framework
has influenced the development of new
subject-based curricula in the federal
states. Additionally, it offers a basis for
NGOs to cooperate with schools and
has had substantial influence on
educational programmes.
In 2010, the Standing Conference
established a new team to formulate an
extended version of the Cross-
Curricular Framework to address all
subjects and support the whole-school
approach to ESD. This version was
launched in 2015, providing a set of
specific ESD-linked competencies,
special topics and a lesson example for
all grade 8/9 subjects including
mathematics, language, arts, music and
sports. The new chapter on the whole-
school approach links ESD in the
subject lessons with the overall work
and life at school, including social
interaction within the school and
cooperation with partners from outside.
The Cross-Curricular Framework and
the more recent extended version have
also found their way into teacher
education. In addition, extensive
support for teachers and educators has
been provided by an initiative of the
Federal Ministry for the Environment,
Nature Conservation, Building and
Nuclear Safety by establishing a well-
received online platform and
information service for educational
materials, activities on sustainable
development topics across all
education sectors.
Outcomes
Over the duration of the UN DESD
and Strategy for ESD, Germany notes
the following benchmarks:
for • ESD has been reflected in the
National Sustainability Strategy
adopted by the Federal
Government in 2002 (updated in
2012).
• 13 of the 16 German Federal States
formulated their own action plans
for the UN DESD.
• Some of the states have already
started to implement ESD in the
next generation of curricula and
educational standards.
• The German Council for
Sustainable Development has
scaled up considerably its efforts to
strengthen ESD at the local policy
level and at institutes of higher
education.
• Several German Federal ministries
support ESD. In particular, the
Federal Ministry of Education and
Research, the Federal Ministry for
the Environment, Nature
Conservation and Nuclear Safety,
and the Federal Ministry for
Economic Cooperation and
Development have allocated
financial resources to ESD
activities.
A highly successful instrument of the
National Plan of Action was the
official award scheme for innovative
ESD projects. Recognizing and
highlighting high-quality ESD work
has led to increased visibility for ESD
overall. Over 2000 projects have been
awarded and are publicized in a
database as beacons of good practice.
Throughout the last 10 years it has
become clear that follow-up activities
are indispensable. The progress of ESD
in Germany has led to an increase in its
23
inclusion in policy, regulatory and
operational frameworks at local,
federal state and national levels. The
effective coordination structure will be
continued in an adapted and
strengthened way in UNESCO’s
Global Action Programme 2015–2019
and the future ECE implementation
framework.
Sources: Germany, case study;
Germany, NIR.

24

Case study 3: Approaches to
operationalizing ESD in
Slovakia’s national education
system
Highlights
• Slovakia has high-level
commitments to ESD
• Slovakia annually earmarks funds
from its budget for schools to
implement projects that promote
environmental education
• Within the Enviroprojekt project
alone, 437 projects were
implemented during 2004–2015 by
primary and secondary schools
Overview
The implementation of ESD in
Slovakia has been grounded in high-
level commitments, government
directives, amendments to education
legislation, and training and
accreditation for teachers and tertiary
institutions. Based on the agreement of
the Slovak Minister of Education,
Science, Research and Sport and the
Minister of Environment, the
Environmental Committee for
Education was established in 2005 to
carry out education tasks that would
support sustainable development
across Slovakia. In 2006, the
Committee updated the Concept of
Environmental Education pursuant to
sustainable development principles and
prepared the Action Plan for Education
towards Sustainable Development in
Slovakia (Resolution of the
government of the Slovak Republic
No. 574/July 13, 2005). Within this
framework, the Slovak Republic
committed to carry out the Strategy for
ESD and determined new principles,
objectives, conditions, methods and
forms of school education. More
recently, the National Strategy for
Global Developmental Education
2012–2016 provides the mandate to
implement the fourth Action Plan on
global education, which includes
environmental, socio-cultural and
economic aspects of education.
Process
The School Educational Programme
was prepared in accordance with the
National Educational Programme
under the School Act No. 245/2008
and amendments. This has been the
fundamental pedagogical document for
kindergarten through to secondary
schools. It emphasizes developing the
competences of pupils to understand
and form their own behaviours and
social responsibility to the environment
and a healthy way of life, as well as to
appreciate the interconnectedness of
local, national and international issues.
Kindergartens use The National
Educational Programme for Pre-
Primary Education to prepare their
school programmes, which now
include environmental education as a
cross-cutting theme. At primary and
secondary schools, the national
educational programs require cross-
cutting themes throughout the
curriculum, such as multicultural
education, personal and social
development, environmental education
and healthy lifestyles. Cross-cutting
themes are considered to be an
important element of education and
support the development of key
competences, particularly where
attitudes and values are concerned. The
Ministry of Education annually
earmarks funds from its budget for
schools to implement projects that
promote environmental education, such
as Enviroprojekt, and healthy
lifestyles, such as Zdravie
a bezpečnosť v školách (Health and
Safety at Schools).
The Ministry of Education publishes
annually the Pedagogical and
Organizational Instructions for the
school year, which includes
recommendations for schools to apply
a global dimension in school

25
programmes, develop the
environmental education of pupils and
participate in various national and
international competitions, projects and
programmes.
Schools have flexibility in how they
implement the Ministry’s directives
and instructions. In some cases, the
cross-cutting themes of environment
and sustainable development are
integrated into various school subjects;
in others, they are separate subjects,
each with plenty of scope for suitable
classroom and field projects. Every
school has the authority to select the
method, project and time of
implementation of a cross-cutting
theme.
In order to advance the National
Strategy on Global Developmental
Education, the Ministry of Education
committed in 2012 to engage teacher
education programmes. By letter No.
2012-13433/37123:1-071, colleges
were recommended to take account of
the objectives and topics of global
education in the preparation of future
teachers. Continuing education for in-
service teachers and professional
employees is provided by the National
Institute for Education, Methodological
and Pedagogical Center. As of 2014,
the Center has offered education and
training aimed at improving
competences of pedagogical and
professional employees of schools and
educational facilities in connection
with the Action Plan on global
education.
The Section of Colleges, Science and
Research of the Council of the Slovak
Government for Sustainable
Development participated in the
preparation of the National Strategy on
Global Developmental Education. It
also contributes to carrying out the
tasks of the Action Plan. For now,
Slovak legislation, ordinances,
regulations or decrees do not envisage
26
any special mandated requirements in
the field of tertiary education on
sustainable development. However, the
Action Plan encourages several tasks
for tertiary educational facilities,
including the implementation of
fundamental sustainable development
principles in the curriculum, the
accreditation of environmental and
ecological study programmes,
exploring sustainable development
through research, and building new
science and technology centres and
parks at colleges.
Outcomes
As an outcome of these efforts,
changes can be seen across the formal
education system in the Slovak
Republic. Kindergartens are now
significantly represented in the Zelená
škola (Green School) project, targeted
at the implementation of environmental
activities. In primary and secondary
schools, education projects have
contributed to curriculum content,
workshops, and methodological
materials. In various regions of
Slovakia, pupils build educational
trails, implement social programmes,
solve problems using energy and
renewable sources, deal with the issue
of waste, and clean parts of protected
areas, water and cultural sights. Within
Enviroprojekt alone, 437 projects were
implemented during 2004–2015 by
primary and secondary schools. At the
tertiary level, the recognition of the
importance of sustainable development
to the economy and environment has
led to a general strengthening of
tertiary education, with improved
access to tertiary education and
increased numbers of graduates. As of
2005, 60 programmes of
environmental and ecological study
have been accredited, and sustainable
development is now the subject of
projects in education, research,
development, information
technologies, etc., funded through the
Cultural and Educational Grant
Agency, Scientific Grant Agency of
the Ministry of Education.

As important as the mandated

approach has been, Slovakia also
recognizes that the educational process
is the result of collaboration among all
stakeholders. This includes not only
central state administration bodies, but
also professional institutions,
municipalities, civil societies and
businesses.

Source: Slovak Republic, case study.

27
3.3. Issue 2: The promotion of sustainable development through
formal, non-formal and informal learning
Education for Sustainable
Development requires a redefinition of
education. It is based on pedagogical
principles such as interdisciplinarity,
value orientation, cultural awareness,
problem-solving orientation,
methodological diversity, participation
and local relevance. The overall aim is
to empower the individual to shape
society in a reflected, responsible
manner (Austria, NIR).
Success criteria
• Themes related to social, environmental and
economic dimensions are addressed in the curricula
at a minimum of four ISCED levels;
• Themes are addressed in an integrated manner;
• The four learning competences (Learning to Know,
Do, Be, and Live and Work together) are addressed,
covering at least three expected outcomes;
• At least one national programme supporting a
whole-institution approach exists;
• ESD is addressed in a statutory quality assessment
system in at least one ISCED level;
• At least one example is given of SD issues being
addressed in both non-formal and informal
education, with the example(s) demonstrating how
evaluation results have been used to improve
practice;
• Most of the stakeholder groups are involved.

ECE affirms that education must play a role in enabling people to live together
sustainably (UNECE, 2012a, p. 6) and that this will require working with learners
across all levels and types of education, formal, non-formal and informal. As
described in the UNESCO Final Report:

 Formal education is carried out in school, college and university systems and is
based on an established curriculum and on approved teaching and assessment
methods;
 Non-formal education occurs outside the formal system, but through other
organized learning settings; and
 Informal education results from daily life activities related to work, family or
leisure, and is provided within families, religious organizations, and
community groups, as well as by news organizations, social media and various
forms of entertainment (Buckler and Creech, 2014, p. 20).

Sustainable development knowledge and learning outcomes across formal curricula

Within formal education, nearly all responding member States report they are
explicitly addressing key sustainable development themes in curricula (97 per cent)
and explicitly addressing broad competences and learning outcomes supportive of
sustainable development (92 per cent). Furthermore, these are not just one-off
initiatives: the levels of effort are significant. Two-thirds of member States have
reported that the numbers of initiatives to address sustainable development themes in
the curricula across International Standard Classification of Education (ISCED) levels
of education fall into the highest ratings (“Progressing”, “Advanced” and
“Maximum”) set by the Expert Group on Indicators. Over half (55 per cent) also
recorded numerous interventions across ISCED levels to address the broad
competences of learning to know, learning to do, learning to be, and learning to live
and work together (Chart 7).

28
In at least 50 per cent of reporting States, all three dimensions of sustainable
development (social, economic and environmental) are being addressed at a minimum
of four of the ISCED levels, meeting or in many cases exceeding the target set by the
Expert Group on Indicators for ESD. Charts 8 through 11 illustrate the distribution of
member State efforts across 17 sustainable development–related themes and nine
ISCED levels. While the environmental dimensions continue to receive the most
attention, it is also encouraging to see the levels of effort given to address social and
economic themes across all levels of education.

The Strategy also promoted an integrated approach to addressing sustainable

development themes. Member States indicated a wide range of strategies, from
addressing ESD in existing subjects, cross-curricular approaches, provision of specific
subject courses and programmes, and stand-alone projects. Nearly all (95 per cent)
report that a cross-curricular approach is taken in at least one or more ISCED levels of
education, in addition to a mix of other strategies.

29
30
Most responding member States described the many approaches taken to addressing
ESD in the curriculum—from embedding ESD in education frameworks and
requirements for knowledge, skills, attitudes and competences, together with full
integration across all levels of education up to upper secondary, to experimental
curricula with sustainability-focused modules, to support given to extracurricular
activities such as field studies and competitions.

In the case of Austria, at the primary and secondary levels, “the instruction principle
of Environmental Education has just recently been revised, and is now called
‘Environmental Education for Sustainable Development’ and integrates ESD in many
aspects. Nevertheless it will be the aim of further efforts to explicitly integrate topics
of ESD and ESD as an overall principle still more into existing (as well as new)
curricula” (Austria, NIR). Bulgaria indicates that all possible topics and issues
applying to sustainable development are embedded in the school curricula and study
content for the different classes of the compulsory primary and secondary schooling.
“ESD has been embedded in the state educational requirements prescribing the
acquisition of knowledge, skills, attitudes and competences in relevance to the ESD
by pupils by the time they complete an educational stage and a level of education”
(Bulgaria, NIR). In Germany, ESD is integrated in education standards for biology
and geography, but within the national project Transfer 21 and the UNESCO
Associated Schools students explore various sustainable development issues through
workshops, student projects and expert talks (Germany, NIR).

In only a few cases, such as Bosnia and Herzegovina and Luxembourg, limitations
were described: “Some of the sustainable development key issues are in the regular
curriculum, but only as a part of the regular programme of appropriate subjects, not
issues related to sustainable development. Learning outcomes are not defined by
support of ESD and they are not explicitly pointed out in curriculum” (Bosnia and
Herzegovina, NIR).

In Finland education for sustainable development is one of the cross-curricular themes

included in the curriculum for both comprehensive education and general upper
secondary education. The cross-curricular themes are principles that help to define the
operational culture of schools and priorities that span the boundaries between
subjects, thus helping to make teaching more unified. The national core curriculum

31
for basic education specifies the objectives and core content of the cross-curricular
theme: “Responsibility for the environment, human wellbeing and a sustainable
future” (Finland, NIR). The goal is to augment the pupil´s abilities and motivation to
act for the good of the environment and human well-being. At the upper secondary
school level, the aim of sustainable development is seen as being to “guarantee
present and future generations full opportunities for a good life” (Finland, NIR). In
addition to instruction, sustainable lifestyles are encouraged by means of an
environmental programme or sustainable development programme and an
environmentally aware operational culture in the upper secondary school (Finland,
NIR).

Teaching /learning methods

Ninety-five percent of member States report addressing the use of pedagogical
approaches that support sustainable development. While progress on ESD-supportive
teaching/learning methods is underway, fewer countries have rated their efforts at the
“maximum” level compared to their efforts on themes and learning outcomes (Chart
12).

Austria reminds us that ESD must be “based on pedagogical principles such as

interdisciplinary, value orientation, cultural awareness, problem-solving orientation,
methodological diversity, participation and local relevance” (Austria, NIR). How
member States are encouraging or directing schools and teachers to use such methods
is less clear. In both Poland and Finland, schools, education institutions and teachers
have autonomy regarding the learning methods they use, but examples of ESD-
supportive methods are given in the curricula to guide teachers (Finland, NIR; Poland,
NIR). Cyprus also notes that ESD-teaching methods are clearly indicated in the
reformed curriculum at all educational levels (Cyprus, NIR). In Bosnia and
Herzegovina, however, teaching methods supported by ESD are not explicitly given
in the curriculum (Bosnia and Herzegovina, NIR). Organizations such as the Bavarian
Academy for Nature Conservation and Landscape Management provide handbooks to
schools that encourage learning about biodiversity through experiential learning and
provide pedagogical training workshops (see case study 6).

32
Learning anchored in the local community
The UNESCO Final Report highlights the importance of grounding ESD in local-level
learning:

ESD is grounded in local experience and actions…. Lessons from every level and
area of education are reinforcing the importance and benefits of providing a local
context for ESD. For example, in ECCE, in primary/secondary and in higher
education we see how community engagement helps young children and students
to learn about local issues and contribute to local solutions (Buckler and Creech,
2014, p. 32).

This finding is reinforced by the lessons from the ECE third reporting cycle. Several
jurisdictions affirm that flexibility in the curriculum can contribute to advancing ESD.
Montenegro described how in their new curricula, “teachers themselves, pupils and
schools in cooperation with the local community, can create around 20 per cent of
content. The percentage of sustainable development content within new subject
curricula is very high” (Montenegro, NIR). In Slovenia, this can be in response to “the
needs of the local economy and environment, schools can include in their open
curriculum the contents of sustainable development” (Slovenia, NIR). A critical
success factor for ESD implementation in Iceland has been securing the interest and
support of local schools for ESD: “The new curriculum for all school levels has been
successful because the schools are ready to implement ESD at the local level”
(Iceland, NIR). ESD-related programmes in member States are also helping to ground
ESD at the local level. The Czech Republic’s School for Sustainable Development
programme is designed to support schools as initiators of sustainable development in
the local community. The programme is based on the principles of locally anchored
learning for students and learning for the community (see case study 5).

Whole-institution approaches

Whole-institution approaches are also considered to be a highly effective means to

instill the knowledge, attitudes and choices for learners to live and work sustainably.
Whole-institution approaches have been considered so promising that the ECE
Steering Committee on ESD put forward the adoption of ESD school plans in every
school as implementation tools for whole-institution approaches and set this as a
priority action area for the third phase of implementation of the Strategy. Outcomes of
efforts to promote whole-institution approaches and institute operational ESD school
plans are discussed together in section 4.1.

33
Quality assessment for ESD in schools and learning outcomes for students

Including ESD in quality assessment for formal education would ensure both a
rigorous review of how ESD is implemented and reinforce the connection between
what is considered to be a quality education and ESD. As the UNESCO Final Report
notes, “quality education for sustainable development is about what people learn, its
relevance to today’s world and global challenges and how learners develop the skills
and attitudes to respond to such challenges and prosper” (Buckler and Creech, 2014,
p. 21).

However, while education quality assessment or enhancement systems are reported to

be in place in most member States, not all address ESD (Charts 13, 14). Still, there
has been some progress. The ECE Expert Group on Indicators considered as a
measure of success that ESD would be addressed in a statutory quality assessment
system in at least one ISCED level: in fact, 60 per cent of reporting member States
confirm that that target has been met, although approaches vary widely. In some
member States, ESD is considered in mandatory school accreditation; in others,
sustainable development is integrated into students’ final examinations at the upper
secondary level. Some member States follow the voluntary guidelines developed by
the Comenius project School Development through Environmental Education (SEED)
and the Environment and School Initiatives network (ENSI), published as Quality
Criteria for ESD-Schools: Guidelines to enhance the quality of Education for
Sustainable Development. Others, such as Poland, believe that ESD must become part
of mandatory assessment processes, such as student examinations, to increase
participation and compliance among teachers and administrators. Over half of the
member States suggest that quality assessment for ESD is now addressed across the
three primary and secondary levels. This is a significant advancement from 2007 and
2010, in which it was reported that few countries have quality systems that include
ESD criteria (Wals and Eernstman, 2007, p. 11).

34
ESD in non-formal and informal learning

The Strategy for ESD also takes into consideration the importance of non-formal and
informal learning. Member States’ responses in general acknowledge that sustainable
development must be addressed in other forms of learning, and that formal education
alone is not sufficient to support a transition to more sustainable societies. Most
countries, like Poland, consider that ESD requires the active participation of
stakeholders not only from the field of formal education but also “non-formal and
informal education, as well as employers, NGOs and local communities” (Poland,
NIR).

Progress on this issue is, however, unclear. Close to 90 per cent of member States
report that various ESD issues, methods and instruments are available for informal
and public awareness–raising activities. Support for work-based learning is also
reported to be fairly strong (71 per cent) (Chart 15). In Germany, for example, there
are numerous training programmes that qualify employees in diverse work contexts,
such as programmes for investment consultants in sustainable investment,
environmental management for company managers or organic farming for farmers.
Several member States described training programmes on corporate social
responsibility for corporations and small businesses. All member States were able to
point to a wide range of initiatives, both government and NGO supported, such as
Andorra’s notes on the activities of many national agencies including the
Département Environnement du Minsitère du Tourisme et de l’Environnement, the
Centre Andorra Sostenible (see case study 4), and the Commission Nationale
Andorrane pour l’UNESCO, all working towards the “sensibilization des citoyens…
aux thèmes de l’eau, pollution acoustique [et] qualité de l’air” [raising the awareness
of citizens on the issues of water, noise pollution, [and] air quality ] (Andorra, NIR).
In Greece, the Environmental Education Centres organize seminars and workshops for
public awareness. The MEDIES ESD Network in cooperation with UNESCO and
other institutions developed handbooks and tools for non-formal learning and
assessment for ESD, such as the handbook on methods used in EE and ESD (Greece,
NIR).

35
However, member States’ overall assessment is that ESD methods and instruments
have not as yet been widely adopted for non-formal and informal learning,
particularly in cases where these activities have been seen to be outside of their
immediate sphere of influence and to be the responsibility of other actors such as
NGOs and the private sector. Member States such as Hungary suggest that the role of
non-formal and informal learning has not been emphasized as strongly in the Strategy
(Hungary, NIR), and consider it important to focus more strongly on creating
awareness of sustainable development across other learning communities and the
general public.

36
Multi-stakeholder cooperation in ESD implementation

Multi-stakeholder cooperation has long been considered

essential to the promotion of ESD and was strongly
encouraged in the Strategy. Member States agree, with 95
per cent reporting that ESD was implemented through a
multi-stakeholder process (Charts 16, 17). Models for
cooperation have included ESD councils (Manitoba
[Canada]), round tables (Germany), partnership networks
(Ukraine) and special focus working groups (e.g., on
indicators, in Belgium). In Romania, the Ministry of
National Education has developed partnerships to support
the implementation of national strategies and
programmes with other ministries, governmental bodies and non-governmental
institutions (Romania, NIR). Indeed, many, like Iceland, suggest that advancing ESD
has only been possible because of the engagement and participation of a cross-section
of stakeholders. Iceland undertook a systematic investigation of the role of NGOs in
ESD to determine whether, and how, their work has facilitated learning for
sustainability: “The main findings of the study are that life-long learning and formal,
non-formal and informal education is sustained by the NGOs which prompt
cooperation among people and organizations. The NGOs promote democratic
behaviour and have a transformative influence on participants, including volunteers
and the environment. The findings from the study also show that these two NGOs (the
Red Cross in Iceland and Icelandic Church Aid) strengthen the voice of minority
groups, influence authorities and promote bottom up development and learning”
(Iceland, NIR).

Looking forward: Opportunities for advancement on Issue 2: the

promotion of sustainable development through formal, non-formal
and informal learning

Increase attention to promising practices and the transfer of experience: The

creation of a database of best practices on ESD would help to transfer knowledge of
tools, methods and practices in order to support the development and adoption of ESD
policies, instruments and curricula. Efforts might include a special focus on issues that

37
continue to challenge most member States, such as financing mechanisms and
addressing quality in ESD curricula.

Develop means to identify, monitor and assess non-formal and informal ESD
initiatives: What is most evident in the reports from member States is that, while
there is a rich diversity of non-formal and informal efforts across the region, no
mechanisms were in place at either national or regional levels to track and evaluate
such efforts in order to review and strengthen outcomes. Standards or guidelines for
those educators working in non-formal and informal contexts may be helpful.

38
3.3.1 Issue 2: Case studies

39

Case study 4: Using one centre
to support ESD across all
levels of learning in Andorra
Highlights
• Centre Andorra Sostenible has
become the institution of reference
for ESD in Andorra
• 50 per cent of the Andorran student
population was reached through the
Green School project
Background
In 2003, the Government of Andorra
launched the Andorra Sustainable
Center (Centre Andorra Sostenible or
CAS), an office dedicated to raising
awareness among citizens of the main
environmental issues facing the
country, such as waste management,
water consumption, air quality and
energy efficiency. In the beginning,
CAS provided information services on
environmental and related issues for
the general population and for
professionals and companies. Also,
CAS proposed periodic activities
(excursions, workshops), sometimes in
collaboration with other entities, in
order to promote good practices and
actions in everyday sustainability. In
subsequent years, CAS began to work
with the formal educational community
as well, designing pedagogic
workshops and other educational
activities to educate teachers and
students on sustainable development.
Process
Today, CAS is an interdisciplinary
institution that works to promote ESD
across the whole Andorran population
(ca. 70,000 people), a broad audience
including the general population,
students, professionals, companies and
other entities, as well as tourists
visiting Andorra. Environmental
communication and educational aims
are adapted to each target group and
take the form of six key action lines:
40
• Permanent educational resources:
pedagogic resources developed for
schools as well as for non-formal
settings.
• Pedagogical advice and co-
working on environmental projects:
open to schools and NGOs, as well
as citizens who want to take action
and improve sustainability. The
main initiative is the Green School
project.
• Public service: provides
information and advice about
environmental and sustainability
issues.
• Events calendar: a set of activities
open to all citizens to celebrate
international environment events.
• Environmental campaigns: design
and delivery of government
communication campaigns to
improve the country’s overall
sustainability.
• Media Cooperation: raising
environmental and sustainability
knowledge in press, radio and
television programmes, as well as
on the Internet.
Outcomes
CAS has become the institution of
reference for ESD in Andorra, serving
more than 7,000 people per year—
about 10 per cent of the total
population of the country. More
specifically:
• CAS serves approximately 3,700
students each year (total number of
students is approximately 10,000)
with its 26 permanent educational
activities including workshops,
loan resources, exhibitions and
visits to environmental
installations.
• The Green School project currently
involves 5,200 students of all ages
(from 3 to 18 years), or about 50
per cent of the student population.
• Year by year, more people take
action in events organized by CAS,
as well as in initiatives organized
 by other entities in collaboration
with CAS.
• New themes have been added over
the years to the sustainability topics
addressed by CAS.
Despite all the actions carried out,
there are many areas that must be
addressed during the coming years.

Source: Andorra, case study.

41

Case study 5: Locally
anchored learning in the
Czech Republic
Highlights
• School grant support scheme leads
to students investing their own
skills into ESD projects
• Students know their municipality
better and have increased
knowledge and skills to move
sustainability forward at the local
level
• School relationship with the
community is strengthened
Background
The Czech Republic’s School for
Sustainable Development programme
was created in 2004 as a joint project
of several non-profit organizations,
including Groundwork (UK),
Partnerstwo dla Srodowiska (Poland),
and Nadace Partnerství
(Environmental Partnership
Foundation) and Středisko ekologické
výchovy SEVER (SEVER Centre of
Environmental Education) (Czech
Republic). The project was initially
sponsored by Toyota Europe as a part
of its social responsibility strategy. The
programme is based on the principles
of locally anchored learning for
students and the community. It is
designed to support schools as
initiators of sustainable development in
the local community and, at the same
time, to use the schools’ involvement
as an effective tool of ESD.
From the beginning, the programme
has benefitted from an extensive
exchange of experience between the
schools in the Czech Republic and the
Polish region of Lower Silesia. The
programme has gradually expanded
into other Czech regions and currently
covers the whole of the Czech
Republic. Between 2010 and 2013, it
underwent a major update (including
an expansion of the education module
42
for teachers) with the support of the
Czech Ministry of Education.
Process
The goal of the programme is to
improve the environment and quality
of life in municipalities and to provide,
at the same time, relevant know-how,
skills and attitudes to students, teachers
and other local participants through
mapping, identifying and addressing
community-related sustainability
challenges. This is accomplished
through curricular and extra-curricular
project activities.
Teachers participate in a training
programme that covers the basics of
teaching and management, as well as
community planning. This training is
the cornerstone of the programme,
improving the ability of teachers and
their students to be aware of their
community, to familiarize themselves
with competencies of the school, local
government and other key institutions,
and to discuss sustainability issues
both within the class/school and with
external partners. Within relevant
subjects, teachers lead their students in
activities they choose jointly. The
teachers who have passed the training
course can subsequently make use of
an e-learning programme,
consultations or assistance (e.g.,
facilitation of planned community
meetings). A manual on principles of
locally anchored education called We
learn to make good decisions for the
future, a detailed methodology of the
programme (Pulling together) and
several booklets summarizing
examples of the most interesting local
projects have also been published
under the School for Sustainable
Development programme.
The community where the projects are
situated may be the municipality or
city quarter where the school is
located, or even the neighbourhood of
the school. The projects can cover a
broad range of topics. These have so
far included improvements to public
areas including school parks and
playgrounds, construction of
educational trails, activation and
educational programmes for local
seniors, safer ways of transporting
children to schools, waste sorting
practices including composting, energy
saving projects and so forth. Activities
can include partners in
municipalities—local governments,
non-profit organizations, businessmen/
entrepreneurs, and parents. An integral
component of the programme that
provides an incentive for participation
is a grant subsidy, which schools can
receive in order to implement a project.
The first of the programme’s key
principles is the idea of locally
anchored learning. It is based on the
realization that the most natural way of
learning is an active participation in the
life of the community in which we live.
Through the implementation of a
selected project, students learn how
local governments and public
administration work and how different
activities of their municipality are
planned and funded. They also learn
about the history of the municipality,
its cultural or natural heritage.
The second pillar of the programme is
a combination of project management
and community planning. Working as a
team, students learn to set realistic and
feasible objectives, plan their time and
work, communicate with different
partners, negotiate, co-decide, present
arguments, or promote and garner
support for their work.
The third pillar is the school grant
support scheme. The educational effect
of project work is much more strongly
motivational if students know that that
they will be able to implement, at least
partially, what they themselves have
devised. The projects thus are not
about theoretical planning of idealistic
and unfeasible visions. Through the
small grant, students can realize the
43
value of money and work, including
their own skills they can invest into the
project.
The greatest challenge is the
programme’s funding. Initially, the
programme was financed by private
corporate and public funds, which were
sufficient for the completion and
adequate verification of the
programme’s methodology and
educational courses. Programme
organizers have been somewhat
successful at leveraging alternative
sources of funding from central and
regional public budgets—in particular,
the Education for Competitiveness
Operational Programme. However,
there is no long-term guarantee of
grant subsidies for participating
schools, which is one of the important
leverage points for the programme.
Another major challenge is the
harmonization of the programme with
day-to-day school activities. Ideally,
project work should become a direct
component of the common educational
process to the maximum extent
possible. Although the programme
aims to connect project implementation
and normal curricular education, it is
inevitable that some of the activities
have to be performed away from
school and outside normal school
hours. This undoubtedly brings about
some difficulties with the availability
and capacity of teachers to support the
extra-curricular projects.
Outcomes
The most tangible outcomes of the
programme include improved public
areas, educational trails, community
programmes and safer travel of
children to school. The learning
outcomes for students are equally
significant: students know their
municipality better and have increased
knowledge and skills to move
sustainability forward at a local level.
For the schools themselves,
cooperation between students and
teachers outside the standard education
box is increased, and the school’s
relationship with the community is
strengthened.

Source: Czech Republic, case study.

44

Case study 6: Experiential
learning with living animals
in the classroom (Georgia,
Romania and Hungary)
Highlights
• Use of surrounding biodiversity
and real-life experiences with
living animals in the classroom
• 1000 teachers have taken the
training workshops
• Students are engaged
Overview
Biodiversity provides the basics of life.
There is a need to build awareness that
individual behaviour is influencing
biodiversity and ecosystems directly.
Environmental education should
therefore include real-life experiences
with living animals in school classes.
This will promote nature awareness
and guide students to develop
behaviours that are supportive of
biodiversity protection and sustainable
development. The ELENA
(Experiential Learning and Education
for Nature Awareness) project was
established to support teachers as they
introduce living animals into the
classroom. The project (2013–2016) is
led by the Bavarian Academy for
Nature Conservation and Landscape
Management (ANL) in Georgia,
Romania and Hungary (as well as
Germany). The ELENA project is
funded in the amount of 400,000€ by
the European Lifelong Learning
Programme.
Process
Through the integration of living
animals in the classroom and their use
in teaching, children experience direct
contact and learn how to make
responsible choices for their care.
Children learn also about the role of
animals in their ecosystems and gain
an understanding of the importance of
the protection of biodiversity and the
sustainable use of their surroundings.
45
The aim of ELENA is to prepare a
compact resource kit that supports this
type of experiential learning and that is
easy and cost-effective to implement,
fits into the curricula, and covers legal
and technical details with regard to the
animals’ and children’s welfare.
Furthermore, teachers, particularly in
Georgia and Romania, can benefit
from the motivation that comes from
working with nature and the tools to
engage their students in hands-on
learning.
Teachers and scientists worked
together to develop the activities,
ranging from short (a few minutes),
simple interactions to long-term
projects working with live animals.
Activities have been tested and
improved further by practitioners.
Pupils are expected to share
responsibilities for taking care of the
animals and develop strategies and
solutions for problems that may arise.
An important aspect is building a
bridge to the surrounding biodiversity
by comparing the “school-animal” with
the outdoor living animals, their needs
and environmental requirements.
Outcomes
An action handbook covering different
animal chapters and their pedagogical
use was created and nearly 1000
teachers have taken the training
workshops.
Source: Europe (a) (Georgia, Romania,
Hungary), case study.
Case study 7: Information and
communications technology–
supported learning for
sustainable development in
Armenia
Highlights
• ICTs used in combination with
field research, to support
interactive learning of ESD
• Learners in the pilot project have
developed an awareness of the
environmental and cultural issues
of Sevan Lake
Background
The design and launch of a new project
on information and communications
technology (ICT) by the UNESCO
Associated Schools Project Network
(ASPnet) was catalyzed by the
International Conference on ICTs and
Quality Education: UNESCO
Associated Schools on the Way
towards a School of the Future (Kazan,
Tatarstan, April 2011). The Kazan
Conference underlined the need for
new partnerships between ASPnet
teachers and UNESCO Chair holders,
as well as between schools and private
ICT companies and ICT experts.
Integrating the principles, values and
good practices in support of
sustainable development was deemed
to be particularly important. Emphasis
was placed on the integration of ICT in
schools and the capacity-building of
teachers. In 2012, Armenia joined the
resulting UNESCO/Institute for
Information Technologies in Education
(IITE) pilot project “Learning for the
Future”. Partners supporting or
involved in the project are the National
Commission for UNESCO of the
Republic of Armenia, the Armenian
Ministry of Education and Science, the
UNESCO Chair on ESD, the National
Center of Educational Technologies,
and the Biology Faculty of Yerevan
State University.
46
One of the main objectives of the
Learning for the Future Pilot Project is
to develop new educational approaches
and learning materials, with the help of
ICT, in support of a sustainable future.
The project aims to demonstrate how
to Integrate ICT into the teaching and
learning processes; raise competency
on environmental and sustainable
development issues; develop critical
thinking and support learners’
participation in the decision-making
process; help learners acquire
capabilities to carry out scientific
research work; and help them develop
practical skills and values.
Process
Three Armenian UNESCO associated
schools are involved in “Learning for
the Future”. These schools have
implemented an ICT-enabled distance
learning approach to learn about the
most important problem for sustainable
development in the Republic of
Armenia—the health of Lake Sevan.
Each school investigates problems
relating to environmental, cultural and
historical aspects of the lake. Teachers
implement an interactive method of
teaching that combines the distance
learning components with field
research, including visits to Lake
Sevan and the Sevan National Park
museum, as well as water quality
tests and cleanups of the land
surrounding the Hayravank monastery
on the shore of Lake Sevan.
Outcomes
Learners in the pilot project have
developed an awareness of the
environmental and cultural issues of
Sevan Lake. Representatives of
participating schools as well as
UNESCO Chair members have shared
their findings at the IITE 2014
International Conference in Moscow,
″New challenges for Pedagogy and
Education Quality: MOOCs, Clouds,
Mobiles”, and the fifth
International Conference “UNESCO C
hairs Partnership on ICTs use in
Education”, 2015 in St.-Petersburg.

Source: Armenia (a), case study.

47
Case study 8: Non-formal
learning in the tourism sector
in Croatia
Highlights
• National corporate social
responsibility (CSR) assessment
standards for travel companies
established
• More than 250 students from six
educational institutions received a
Travelife certificate
• Over 100 travel company
employees successfully completed
the training and earned certificates
Overview
Actions to advance sustainable
development in the tourism sector in
Croatia have been driven by public
demand for greater social and
environmental accountability of the
tourism industry. Customers’ raised
awareness and higher expectations
have influenced large tour operators to
address sustainability across the
industry. Moreover, it has become
evident that the long-term survival of
the tourism sector will be dependent on
environmentally healthy and socially
secure destinations. The core difficulty
in implementing sustainability is low
understanding as well as a lack of
practical tools and guidelines across
the tourism sector. The workforce has
little to no practical knowledge of
sustainability in tourism, and little
effort has been made to develop
education materials based on
sustainability principles for the
industry.
This has motivated the Association of
Croatian Travel Agencies (UHPA),
together with five European tourism
associations from Greece, the UK,
Latvia, the Netherlands, and Poland, to
join efforts with the education sector to
promote and implement a system for
advancing sustainable development in
the tourism sector. The project,
“Corporate Social Responsibility
48
(CSR) Training and Certification in the
Travel Sector,” aims to introduce CSR
and education for sustainable tourism
in the vocational and lifelong learning
programmes of educational
institutions. It also seeks to improve
the knowledge and competence of
current travel professionals working in
the tour operator and travel agency
sectors, as well as their supply chains.
The project was financed by the
European Union Lifelong Learning
Programme and co-financed and
supported by the Office for
Cooperation with NGOs and the
Ministry of Tourism of the
Government of Croatia.
Process
In Croatia, project implementation
involved the UHPA and its 100-plus
members who acted as business sector
representatives, six educational
institutions who acted as educational
sector representatives and the Ministry
of Tourism, which acted as the
supporting public institution. Central to
the project is the transfer to Croatia,
Greece, Poland and Latvia of an
established and innovative CSR
training and certification system
(Travelife), which was developed by
UK and Dutch tourism stakeholders.
Travelife’s online platform provides
educational tools, exams and a step-by-
step certification process based on the
practical experiences of several leading
companies in Europe: “Using materials
derived from actual practice helps the
travel associations and educational
institutions to offer training that meets
the labour market needs and supports
the expansion of the efforts to include
sustainability into travel companies’
business models” (Naut Kusters,
Travelife manager).
Access to the Travelife online platform
enables travel industry employees and
students to start learning about
sustainable tourism and CSR in
tourism by using e-learning materials
(e.g., handbook, videos, presentations,
best practices brochure, interactive
learning tools, self-evaluation and
online test) and gaining the Travelife
Sustainability Manager certificate. The
certificate is recognized in the industry
as valid proof of knowledge about
sustainable tourism. The main
challenge has been to efficiently move
away from a theoretical approach to
education on sustainable development
toward comprehensive education that
incorporates practical solutions,
updates on trends, best practices
examples and new knowledge.
Considerable effort, time and materials
went into the improvement and
adaptation process, which involved
association experts, tour operators and
teachers from universities and
vocational schools. Existing materials
were adapted to national systems of
education and the business contexts of
each country and then tested by the
business and education sector.
Subsequent feedback was used to
further improve the system and
materials.
UHPA and educational institutions
supported tourism professionals and
students in their educational process by
organizing a series of free lectures and
training sessions, which were all
adjusted to suit the needs of every
group. For example, students from
vocational schools used a simplified
training programme adjusted to their
respective ages. Students and
employees attended the same in-class
training sessions and exchanged
opinions and experiences. In order to
further support cooperation between
the business and education sectors,
UHPA established a working group for
sustainable tourism with
representatives from the association,
travel companies and educational
institutions gathered to share
experiences, best practices and
information. This extensive process
enabled participants to gain practical
49
knowledge and skills for running
tourism companies sustainably and
successfully.
Outcomes
UHPA’s acknowledgement of the
importance of sustainability in tourism
and its endorsement of the programme
has been central to the programme’s
success: “Sustainability in tourism is
the Association of Croatian Travel
Agencies’ prerogative and we are
proud to be a link between the business
and educational sectors. It is important
to have a system that gathers
sustainable practices of travel
companies and forwards it directly to
schools and students. Only by doing so
can we can expect sustainability in
(the) future” (Željko Trezner, director
of UHPA).
In its three years of operation, the
project has accomplished the following
initiatives:
1. Improved and built upon existing
and established training material
methodologies, virtual learning
environments and support tools;
2. Developed national CSR assessment
standards for travel companies;
3. Pilot tested training and assessment
systems with educational
institutions;
4. Built local capacities and knowledge
to manage, promote, implement and
expand the CSR training system and
standards;
5. Delivered training, assessment and
certification.
The initiative has laid a foundation for
the long-term continuity of ESD in the
tourism sector by developing local
capacity and knowledge to manage,
promote and expand sustainable
tourism education and training. UHPA
staff and teachers are certified to train,
motivate and coach the employees of
the association’s member companies,
as well as to prepare students for
applying sustainability principles in
their future workplaces.
Their efforts have resulted in progress
in many areas. Over 40 per cent of
UHPA member travel companies
registered to use the education tools,
with over 100 travel company
employees successfully completing the
training and earning personal
certificates. UHPA and its members
collected and distributed 26 best
practice examples among the business
and educational sectors. More than 250
students from six educational
institutions attended courses and
received a Travelife certificate as proof
of their newly acquired knowledge and
skills.

Sources: Croatia, case study; Croatia,

NIR.

50
3.4. Issue 3: Equipping educators with the competence to include
sustainable development in their teaching

Educator training is the second priority of the Strategy Phase III work plan, which
puts a special emphasis on the importance of this challenge. This is discussed in
further detail in section 4.2, including consideration of opportunities for strengthening
educator competences.

3.5. Issue 4: ESD tools and materials

There are [many] organisations and actors Success criteria

involved with creating ESD material.… There
is [now] educational material for all ISCED
levels. However, to what extent these
materials are being used and implemented is
difficult to assess (Sweden, NIR).
• ESD tools and materials are available
to at least three ISCED levels;
• A working system is in use to assure
quality of ESD tools and materials;
• At least one of the following exists:
- A national strategy for distribution;
- Public authority money invested;
- Approved materials available
through the Internet;
- Register of teaching tools in the
national language available
through the Internet;
- Register of teaching tools available
through other channels.

The Strategy considered both the availability and the quality of ESD teaching tools
and materials to be important in the implementation of ESD across the region.
Member States provided descriptions of a wide range of such tools and materials,
including the following:
• student textbooks that now incorporate ESD (e.g., Bulgaria and Kyrgyzstan);
• curriculum and learning outcomes guidance materials developed for teachers
by ministries of education (e.g., Estonia and Greece);
• curriculum support materials (e.g., backgrounders for teachers on sustainable
development themes, project ideas, etc.) developed by NGOs (e.g., the “Green
Pack” developed by the Regional Environment Centre for Central and Eastern
Europe and used in classrooms in member States such as Hungary,
Montenegro and Serbia);
• web portals as mechanisms to draw attention to a broad range of ESD support
materials (e.g., through its Ecocampus programme, Belgium has compiled the
“Wall of Inspiration”, which is an online database of good practices for ESD
in tertiary institutions [Belgium (a), case study], the Canadian organization
Learning for a Sustainable Future has developed an online database to provide
access to ESD resources, and the Netherlands has created search and retrieval
tools to guide users to resources [see case study 10]);
• training materials (e.g., in Armenia a textbook on sustainable development for
universities was reviewed and accepted by the four leading universities and is
now also being used in training seminars for employees and members of
Parliament, government ministries and agencies, and local government
(Armenia [b], case study);

51
 • public awareness materials (e.g., public information handouts on
environmental issues in Slovakia).

Regional variations noted in 2011 continue to be significant in 2015. The second

evaluation report observed that no or very little activity on strategies for the
production and dissemination of ESD materials was being undertaken in the Eastern
Europe, the Caucasus and Central Asia region; and today, the percentage of member
States with production strategies and mechanisms remains low at only 17 per cent
(Chart 18). Only one of the South-Eastern Europe member States reports the existence
of such strategies. However, there are improvements across all regions in
strategies/mechanisms to disseminate ESD materials: half of the European Union,
other Western European countries and North America member States now have
dissemination strategies/mechanisms compared to 42 per cent in 2010; and a third of
Eastern Europe, the Caucasus and Central Asia member States and 50 per cent of the
South-Eastern Europe member States also now have strategies/dissemination
mechanisms. Furthermore, 71 per cent of all member States now have materials
available through the Internet (Eastern Europe, the Caucasus and Central Asia: 67 per
cent; European Union, other Western European and North America member States:
75 per cent; South-Eastern Europe member States: 50 per cent) (Chart 19).

While, like Cyprus, many member States report the existence of national strategies,
institutions and mechanisms to produce and make available ESD-related materials,
particularly for primary, lower and upper secondary levels (ISCED levels 1–3) (Chart
20), fewer have given attention to quality criteria and approval of those materials
(Chart 21). In most cases, teaching materials that relate to ESD are subject to the same
comprehensive quality criteria as all other education materials used in public
education. Other member States indicate that general strategies on quality criteria and

52
guidelines (for ESD materials) do not exist (Austria, NIR). At the present time,
targeted efforts to address quality in ESD materials are ad hoc and often led by NGOs
and academic institutions rather than the curriculum developers in ministries of
education. Kyrgyzstan provides a rare example of the introduction of quality
standards for textbooks that meet not only education requirements but serve the
requirements of the country’s National Strategy for Sustainable Development
(Kyrgyzstan, NIR).

Switzerland and Cyprus both highlight the value of having a central institution
involved in the development and distribution of ESD tools and materials. In Cyprus,
the Cyprus Pedagogical Institute has established groups of experienced teachers,
inspectors, counsellors, and scientists on ESD who are recruited on an annual basis to
produce educational material on sustainable development issues that are a priority for
Cyprus and the Mediterranean region (Cyprus, NIR). The new Swiss foundation
éducation21 has been designed to act as a national service centre, providing teachers,
school boards and other involved parties with pedagogically tested teaching materials,
information and advice, as well as financial support for school and class projects (see
case study 9).

53
Central websites or portals, often managed by government departments, also provide
a useful centralizing service for ESD educators seeking to find resources in a timely
manner that will support or supplement curricula set by Ministries of Education.
Denmark’s Ministry of Education manages the website www.emu.dk for Danish
educators. Latvia’s National Centre for Education provides web access for ESD
teaching tools and other approved materials. Ireland plans to create a similar
mechanism for the central dissemination and sharing of resources.

In some member States, ESD resources and materials are generally inaccessible.
Resources developed by NGOs and other institutions are often project-based and only
distributed through an institution’s project website. No central portal exists to provide
easier access to what potentially could be thousands of kits, lesson and project plans
and interpretative materials.

Looking forward: Opportunities for advancing issue 4: the development and

accessibility of ESD resources

Provide greater assurances on the quality and utility of ESD resources: Member
States such as Switzerland and the Netherlands note that, while the production of ESD
teaching material is considerable, the demand for it may be in question and the quality
will vary widely. Where ESD has not been mandated or integrated across the
curriculum, the concern is that only a few educators will make use of the material. In
the future production of ESD teaching tools and materials, needs assessments should
be considered together with guidelines for quality.

Review the concept and practice of open access for ESD resources: Several
member States, such as the Czech Republic, Denmark, and Poland, have pointed out
that open access policies are strongly influencing the production and provision of
access to ESD materials. As Denmark describes, a free market for teaching materials
is part of the overall education economy (Denmark, NIR). Public access to ESD
resources needs to be guaranteed, and support for the development of such resources
should include requirements for open access. Following the examples of member
States such as Cyprus, Poland and Slovenia, it is good practice to make all ESD
material available free of charge. In Poland, material is often available through the
Creative Commons licence (Poland, NIR).

54
3.5.1 Issue 4: Case studies

55
 offices with responsibilities for issues
Case study 9: éducation21— such as vocational/professional
the national one-stop shop for education, development and
ESD in Switzerland cooperation, environment, public
health, food safety and spatial
development. As a result, the thematic
Highlights
diversity of sustainable development is
• Switzerland established a widely represented. A broad offering
permanent supporting institution on
of services, ranging from concrete
ESD serving the education system
teaching material and media to
• ESD is being substantiated, systemic development support and
promoted and diffused across the expertise, is available. The foundation
country cooperates closely with teacher
education institutions, providing them
Background
advice, networking support, events and
The foundation éducation21 was
ESD training units. Schools and other
created in 2012 in a joint action of the
education providers can apply for
Federal State, cantonal authorities and
grants for school projects on chosen
the Swiss National Centre for ESD. 7
ESD thematic issues. éducation21 also
éducation21 supports Swiss educators
supports research and development of
as they integrate and implement ESD
the concept of ESD and is active as a
beyond the UN DESD. It was
transfer point between theory and
established from the merger of the
practice.
foundations for global education and
for environmental education, based on
One major initiative of éducation21 is
their mutual understanding of ESD as
its support for the development of the
an umbrella concept that includes
existing network of 1,700 health-
global education, environmental
promoting schools, which is now being
education, health education, civic
extended to encompass all facets of
education including human rights
ESD and encourage more schools to
education, and economic education.
participate, using a whole-school
approach. éducation21 has also
A contractual framework with the
launched a project that is intended to
Federal State guarantees the funds for
build up a network of partners in the
its basic mission for 2015–2018. Funds
area of vocational/professional
are also generated through service
education.
agreements and independent
organizations.
Outcomes
By giving ESD its own structure and
Forty-three (mostly part-time) staff
focal point, and by working in
support éducation21, in Berne,
cooperation with many partners, ESD
Lausanne and Bellinzona, providing
is being substantiated, promoted and
services in German, French and Italian.
diffused across the country.
Overview
There is still much work to do. For
éducation21 is mandated by the Swiss
example, more work is needed to
Conference of Cantonal Ministers of
increase acceptance of ESD as a
Education (EDK) and six federal
pedagogically based concept. In
7
As a multilingual Federal State, responsibility in general, awareness of and access to
Switzerland for compulsory education lies primarily ESD should be improved.
with the 26 cantons. In post-compulsory education,
the cantons and the federal authorities each have
their own responsibilities. Sources: Switzerland, case study.

56
Case study 10: Online
platforms supporting ESD in
the Netherlands and Canada
Common to many efforts to address
ESD tools and resources is the desire
to connect ‘supply and demand’,
enhance the use of good practices and
disseminate quality materials. Two
initiatives present different, but
effective, approaches to this challenge.
Highlights
• Resources 4 Rethinking (R4R) is
successfully contributing to the
advancement of ESD in Canadian
classrooms
• In a three-year period, the Dutch
ICT platform GroenGelinkt is
connecting more than 600
organizations and approximately
10,000 online search requests are
processed each month.
Netherlands: Search, find and act
with GroenGelinkt
Background
In the Netherlands, there are hundreds
of organizations that have ESD-related
campaigns, lesson plans, and activities,
but the information is not always easy
to find and search engines do not
provide information about the quality
and suitability of resources for a
specific age group or grade level. The
Dutch ICT platform GroenGelinkt
improves access to ESD activities,
venues and learning materials.
Process
GroenGelinkt is a search tool and a
nation-wide information platform
through which organizations can make
their ESD products widely available.
Open source search tools link websites,
allowing greater visibility and access
to collections of ESD materials and
activities. Quality assurance is possible
through expert evaluations, user
reviews and feedback.
57
Outcomes
Co-creation, demand-driven
development, tailor-made solutions and
strong public-private cooperation are
key to GroenGelinkt‘s success.
GroenGelinkt is connecting more than
600 organizations, over 3000 materials
and thousands of activities. Annual use
has doubled, with approximately
10,000 queries per month. Next steps
will be to broaden target audiences to
business and industry involved in
creating sustainability-related learning
materials for vocational education.
Canada: Resources 4 Rethinking—
Bringing ESD to the classroom
Background
Quality resources for teachers wanting
to explore sustainable development
with their students have been hard to
come by in Canada. R4R was created
to fill this gap and encourage teachers
and students to explore sustainable
development themes and concepts in
their classrooms.
Process
Through Learning for a Sustainable
Future, a team of 26 teachers
representing different provinces, grade
levels and subject areas across Canada
reached consensus on the key elements
of an ”exemplary ESD resource”. ESD
and pedagogical criteria were then
used to evaluate resources for inclusion
in R4R, which is a searchable online
database that connects K–12 teachers
to classroom-ready ESD resources that
have been reviewed by experienced
educators and matched specifically to
relevant curriculum outcomes in all
provinces and territories in Canada.
More than 1,200 classroom-ready
resources are available on R4R that
explore the environmental, social and
economic dimensions of the important
issues in our world today through
active, interdisciplinary learning. The
database provides access to over 440
French materials and 760 English
materials, the majority of which can be
downloaded immediately for free.

Outcomes
More than 300,000 individuals from
200 countries have visited R4R, with
annual increases in the number of
sessions, new visits and returning
users. The database covers more than
1,200 lesson plans, videos and books
for children and young adults. A 2015
user survey documents high to very
high satisfaction rates from teachers at
all grade levels. Several provincial
ministries of education have
recognized R4R as an effective tool for
ESD learners and are directing their
teachers to it. A number of teacher-
training programmes have also
embraced R4R, as well as several
publishers that are now submitting
materials for review. Next steps
include further marketing to increase
awareness of R4R among Canada’s
400,000 teachers.

Sources: Netherlands, case study;

Canada, case study.

58
3.6. Issue 5: Promote research on and development of ESD
Research provides essential feedback for Success criteria
Research on ESD is carried and supported;
innovation in the ESD field—it provides the ESD actors are supported in contributing to
opportunity to embed practical results into ESD research and development (R&D);
educational theories and thus make them part initiatives / mechanisms are described that
link ESD R&D with practice;
of educational practice in the long term ESD research involves interactive
(Czech, NIR). dissemination mechanisms.

Support for the promotion of ESD research in the Strategy’s third phase of
implementation (Charts 22, 23) remains the same, as reported in the second evaluation
cycle at just under 70 per cent (Eernstman and Wals, 2011, p. 16). Challenges in advancing
ESD research are more evident in countries of Eastern Europe, the Caucasus and
Central Asia and South-Eastern Europe, with only 50 per cent of the member States in
those sub-regions reporting support for research, compared with 75 per cent of the
States in the European Union, other Western European countries and North America
group (Chart 24).

59
In 2015, at least 20 of the reporting member States made reference to published peer-
reviewed research and related online resources being disseminated by researchers
from those countries. This suggests at the very least that many government
departments responsible for ESD are aware of and have access to ESD research.
Several, such as Iceland and Slovenia, point to the ways that research is being used to
guide ESD policy and practice.

In 2007, a group of university professors in Iceland initiated ActionESD, a research

and school development project to analyze the possibilities for integrating
sustainability across the curriculum. The school development work was noticed by the
Ministry of Education and, in 2009, the Ministry appointed a number of focus groups
to work on how fundamental pillars, including sustainability, would appear in the
curriculum guides. ActionESD representatives participated in the focus groups and
their work influenced the rewriting of two government policies. ActionESD’s
sustainability curriculum analysis key was written into the 2010 edition of Welfare for
the Future and the 2011 National Curriculum Guide.

Slovenia has likewise used research to inform practice. In order to strengthen

approaches to ESD in Slovenia, research was commissioned into ESD practices in
other countries to learn which didactic approaches and methods of teaching/learning
for sustainable development were the most often employed and which topics were
frequently covered. The findings were incorporated into Slovenia’s methods and
techniques for ESD.

It is also fair to say that most member States recognize the need for more research on
ESD and the need for monitoring, assessment and evaluation of ESD actions and
learning outcomes. In Latvia, relevant statistics on ESD implementation at different
levels of education are needed; in the Czech Republic, the academic community is not
well versed in the current state of knowledge of ESD; in the Netherlands and Malta,
there are many initiatives but very little reflection and evaluation of outcomes. As
Germany proposes, ESD research needs to link up better with existing education and
sustainable-development research; a systematic evaluation of learning outcomes
regarding ESD should be considered (Germany, NIR).

Success criteria for ESD research in the Strategy tended to focus primarily on broad
issues, such as whether research was being undertaken, whether incentives for
research were in place (e.g., financial support for research projects or support for post-

60
graduate studies) and whether research was being shared. Member States were not
asked so explicitly about the areas or themes of research, making it more challenging
to present a full picture of the status of ESD research across the ECE, including gaps.

Individual comments provided by member States suggest that, at present, areas of

research include analysis of educational goals supporting sustainability, processes for
reorienting education systems, development of active learning methods, and
evaluation of the outcomes and effectiveness of ESD. Highlights from member States’
responses to the NIR include the following:

On educational goals
• Belgium researchers have published their core exploration of education as
a response to sustainability issues.
• Hungarian researchers have connected the role of education in the
development of environmental awareness.

On reorienting education systems

• Greece points to how the research work of its Institute for Educational
Policy (IEP) has led to new curricula and training programmes for
teachers and administrators.
• In Romania, the Institute of Education Sciences is analyzing the
compatibility of ESD methods with education policies.
• The Ukraine points to gender analysis research on the concept and
strategy of ESD implementation.

On development of active learning methods

• Armenia describes its national research programme “Teaching Ecological
Problems, Implementing New Educational Technologies”, where teachers
are working with new technologies to present environmental issues (e.g.,
climate change, ecology, etc.) to enable learners to gain new knowledge,
form special abilities and skills and carry out research at a global level
(Armenia, NIR).

• In Switzerland, the sd-universities programme is promoting projects that

apply innovative teaching and models, testing how they might strengthen
competences for SD, such as reflexive, multi-perspective and practical
reasoning.

On evaluation of the outcomes and effectiveness of ESD

• Among many research activities, Austria points to funding provided for
the development of an indicator set to evaluate ESD.
• Norway highlights how the evaluation of the natural backpack programme
has informed teacher competences and curriculum development.
• Poland’s University of Warsaw Centre for Environment Studies and
Sustainable Development is researching indicators for ESD.

As Denmark observes, however, there is no designated database tracking ESD

research either regionally or at the member State level. Germany is one of the few
countries to have conducted a comprehensive review of ESD research, its deficits and

61
potential (Germany, NIR). Ireland intends to conduct a similar audit as part of its
National Strategy on ESD.

Many member States refer to the importance of the UNESCO ESD Chairs to ESD
research, as well as the roles that the Regional Centres of Expertise on ESD are
playing at the national and regional level. Regional cooperation on research has
served to strengthen ESD practices at the member State level. Bosnia and
Herzegovina points to the importance of participating in the Regional Centre of
Expertise’s (REC) research into ESD in the Western Balkans, which was titled
“Competences of school management to run sustainable schools”. This participation
has helped Bosnia and Herzegovina to improve school ESD planning through the
development of training modules and mentoring opportunities for school
administrators and staff (Bosnia and Herzegovina, NIR). Montenegro’s Bureau of
Education has worked with REC to investigate the knowledge, attitudes and
behaviours of primary school pupils on sustainable development and how to address
these through the curricula (Montenegro, NIR).

Emerging networks of researchers are also gaining recognition. In Canada, the

Sustainability Education Policy Network (SEPN) is a partnership between Canadian
and international researchers and leading Canadian and North American policy and
educational organizations. SEPN’s collaborative approach to research examines the
relationships between sustainability education policies and practices in early
childhood to grade 12 education and post-secondary education, with the goal of
enabling educational change for a more sustainable future (Canada, NIR).

Under Issue 5 on ESD research, the Expert Group on Indicators determined that post-
graduate ESD programmes are an essential enabling condition for improving the
culture and practice of ESD research. Member States were therefore asked whether
such programmes exist and whether incentives such as scholarships were in place. In
2015, over half of member States reported that ESD-related master’s and doctoral
programmes are now available, but the number of States reporting scholarships
supported by public authorities remains low (Charts 25, 26). However, more specific
data was not collected from all reporting States on the types of courses – whether
studies and research lead to a post-graduate degree in ESD or whether they connect
ESD to specific themes (such as Ph.D. courses on biodiversity and ESD). This has
created a timing issue, which Malta has flagged: “Because ESD’s importance in the
curriculum has just been recently acknowledged, the development and dissemination
of ESD research has been sporadic and very often dependent on the initiative of
academic staff at Malta’s University Centre for Environmental Education and
Research (CEER)” (Malta, NIR).

The Czech Republic has identified two significant barriers to advancing ESD research
at the tertiary level that are rooted in the nature of ESD itself: first, ESD is
interdisciplinary, but the evaluation panels at the grant agencies require researchers to
submit disciplinary-oriented projects; and, second, ESD is a multi-stakeholder
endeavour, often with NGOs in lead roles, but lacking the academic credentials and
channels to access research granting agencies. There are also systemic challenges to
developing an ESD research capacity, particularly in countries such as the Kyrgyz
Republic, where the overall research culture and teaching staff capacity may be
limited.

62
63
Looking forward on issue 5: ESD research

Urge grant-makers to recognize ESD: Engagement of decision-makers in grant-

making agencies may help to advance the recognition of ESD as a legitimate avenue
of inquiry, including recognition for the interdisciplinary and multi-stakeholder nature
of ESD and the involvement of non-academic actors in research. Ireland, for example,
explicitly recommends in its National Strategy on ESD that future calls for research
funded by the Department of Education and Skills will include ESD as one of the
priorities (Ireland, NIR).

Strengthen networked and collaborative approaches to ESD research: Joint

research initiatives should be stimulated across higher education institutions and
include non-academic ESD actors:
“(t)he outcomes and results of such research and development projects may lead to a
stronger systemic perspective and impact for the whole education system”
(Switzerland, NIR).

Consider how research can be translated into practice: There is a need for an
efficient interface between research and the field of education and awareness-raising,
with attention given to having expert knowledge translated into practically oriented
knowledge for educators, policy-makers and other social actors.

64
3.6.1 Issue 5: Case studies

65
Case study 11: Thematic learning networks in Belgium and their
role in ESD research and development

Highlights
• co-creation of ESD research, materials and initiatives through networks
• learning networks are fostering a community of ESD practitioners in different
academic disciplines and across all tertiary education in Flanders

Overview
Belgium’s experience in ESD research and development suggests that learning
networks that include both academic researchers and practitioners can bridge the gap
between ESD theory and practice. The role of networks in advancing ESD research,
development and practice is an important pillar of Belgium’s Ecocampus programme.
Ecocampus aims to catalyze universities and colleges towards recognizing their role
and responsibility in contributing to the sustainable development of people and the
planet. One of the Ecocampus initiatives is the organization of learning networks for
different disciplines. These networks meet regularly (2–4 times a year) to exchange
research, experience and know-how to advance ESD teaching practices and to work
on specific outcomes. Currently, four learning networks are running for those active
in economic studies, social work, tourism and teacher training. The programme
targets teachers, students and researchers and aims to inspire, support and connect
them across the boundaries between institutions, disciplines and professions. This
results in the co-creation of research, materials and initiatives that range from
theoretical frameworks and hands-on manuals to conferences and workshops to
exchange platforms and a database of best practices.

Process
A learning network’s session typically gathers 20 participants. Each network is
supported by an Ecocampus staff person who invests four days per session for
facilitation. This includes preparation, the one-day session itself and follow-up. About
€1,000 is budgeted to support each network for speakers, venue and catering.

The hands-on approach of the meetings allows participants to engage, add value to the
exchange of knowledge and co-create shared products, such as a didactic presentation,
a publication, and so forth, which can then be used in their individual ESD practice.
This co-creation process has an impact that extends beyond the specific outcome:
during learning network sessions, seeds are often planted for new research,
collaboration and initiatives that arguably will influence the longer-term development
of ESD beyond the network itself.

Keeping a critical mass of participants motivated to continue attending network

sessions is a challenge. Consideration is being given to moving the learning networks
from meetings to online platforms, but it is unclear whether this will increase the
impact and number of participants or decrease the number of valuable face-to-face
exchanges.

Outcomes
New tools will advance ESD in specific disciplines, such as the EDO-competences
profile, which was co-created within the learning network on teacher training. It
provides the reader with an overview of competences for teachers to implement ESD
in the classroom. More significant perhaps than the individual products, the learning

66
networks are helping to foster a community of ESD practitioners in different
academic disciplines across tertiary education institutions in Flanders. This is an
important step in mainstreaming ESD in less evident disciplines where ambassadors
of ESD can find themselves isolated.

Source: Belgium (b), case study.

67
3.7. Issue 6: Strengthen cooperation on ESD at all levels within the
ECE region
Success criteria
The close cooperation of the Central Asian
At least one example is given of
countries promotes DESD in the region international cooperation on ESD.
(Kyrgyz, NIR).

Across the ECE region, the ECE ESD secretariat has played a central role in
promoting ESD among member States and maintaining the focus on the Strategy over
the original 10-year implementation period. The Steering Committee on ESD has kept
member States engaged and accountable, championed research into key issues such as
ESD indicators and teacher competences, provided essential guidance to member
States in the implementation of the three Phase III priority areas, and fostered the
sharing of information and lessons learned among member States.

Many of the reporting countries described the strengthening of cooperation on ESD

beyond their own borders, within the ECE region and in other ECE regions (Chart
27). While not all public authorities were able to contribute directly to international
networks themselves, some were well aware of the efforts of the educational
institutions in their countries and encouraged them to continue. Regional variations
are significant here, with only 50 per cent of member States in the Eastern Europe, the
Caucasus and Central Asia region and 25 per cent of member States in the South-
Eastern Europe region reporting public cooperation in and support for networks
within the ECE region. Government involvement in the promotion of ESD in
international forums outside the ECE region is in general lower across all member
States.

Other regional forums and agreements across the ECE region have also proven to
be important arenas for advancing ESD interests. The Organization for Economic
Cooperation and Development Annual Meeting of Sustainable Development
Experts now has ESD as one of its central focuses; the Benelux Union (Belgium,
the Netherlands and Luxembourg) has established an environmental
education/ESD working group; ESD is assuming a central focus in the Nordic
Sustainable Development Strategy of the Nordic Council of Ministers; and
ministers of environment of the Union for the Mediterranean have provided an
important endorsement of the Mediterranean Strategy on ESD. However, both
Latvia and the Netherlands observe that a concrete agenda on ESD from the
European Union may be missing (Netherlands, NIR). In November 2010, at the
Education, Youth, Culture and Sport Council meeting in Brussels, 27 ministers of
education invited European Union member States and the European Commission
“within the limits of their respective competencies to support ESD and promote
these council conclusions” (Council of the European Union, 2010). Lack of
awareness of this recommendation, or stronger European Union member State
commitments to it, may be limiting the response from the European Commission.

The nature and purpose of regional cooperation has ranged from the exchange of
expertise and sharing of lessons learned to financial support for research and
implementation projects. Legislation and frameworks have been reviewed
through cooperative efforts, teaching and curriculum support materials have

68
been developed, capacities of teachers and trainers have been strengthened
through workshops and exchanges, and good practice guidelines have been
compiled.

Much of the regional cooperation on ESD policy and practice takes place through
networks involving ESD policy-makers and practitioners, such as the Regional
Network on ESD, which unites partners from Belgium, France, Germany and
Luxembourg, and the programme of the Regional Environment Centre for Central and
Eastern Europe “ESD in the Western Balkans”. International initiatives, such as the
nomination of Regional Centres of Expertise, have also supported the exchange of
knowledge and expertise within the region.

Higher education networks are helping to advance ESD within the higher education
sector in the region, with common objectives to mainstream environment and
sustainability practices, curricula and learning, and sustainable development research.
Many member States acknowledged the work of the Copernicus Alliance (a network
of 55 post-secondary institutions in 33 countries), the Baltic University Programme (a
network of about 225 universities and other institutes of higher learning throughout
the Baltic Sea region), the Network of the Mediterranean Universities for Sustainable
Development, the University Educators for Sustainable Development (a consortium of
higher education institutions, organizations, agencies and associations gathered
around four regions across Europe) and the Global Universities Partnership on
Environment and Sustainability. Networking by UNESCO ESD-affiliated Chairs has
also been influential.

The networking of schools is also an important facet of cooperation across the region,
providing mechanisms for students themselves to exchange views and learn from each
other. Member States pointed to the importance of the Baltic Sea Region Schools
Network, the International Schools Network of the Global Learning and Observations
to Benefit the Environment (GLOBE) programme, the UNESCO Associated Schools
Project Network and the Foundation for Environmental Education’s Eco-Schools.

69
Looking forward on issue 6: regional and international cooperation

Increase networking opportunities and the sharing of knowledge across the

region: Many member States suggest that there is a need for strengthening regional
and international connections further through the provision and financing of more
opportunities to meet. Such networking opportunities would help to increase access to
knowledge and the sharing of experience. With only 50 per cent of member States in
the Eastern Europe, the Caucasus and Central Asia region and 25 per cent of member
States in the South-Eastern Europe region reporting public cooperation in and support
for networks, it is evident that more attention should be given to supporting
governments in networking opportunities. Member States such as the Kyrgyz
Republic and Slovenia note in particular the challenges that government
representatives can face in securing funds for regional travel. As Malta suggests,
“national governmental representation in major international ESD conferences is
necessary to contribute to the international ESD debate and to facilitate national
implementation at policy making fora and grassroots levels” (Malta, NIR). In addition
to increasing networking events, Ukraine suggests that it would be helpful for the
ECE process to have its own database and mailing list on the activities that are carried
out in other countries on ESD, and possibly for the secretariat to be assigned
responsibility for the dissemination of information on activities of ESD in the ECE
region (Ukraine, NIR).

70
3.7.1. Issue 6: Case studies

71

Case study 12: Regional
cooperation on ESD across the
Western Balkans
Highlights
• 40,000 teachers and over 4.5
million students in 19 countries,
including the Western Balkans,
have been educated using Green
Pack materials.
Overview
In 2012, the Hungary-based Regional
Environmental Center for Central and
Eastern Europe (REC) launched a five-
year programme (2012–2016) called
Education for Sustainable
Development in the Western Balkans:
Education for Sustainable Futures. Its
goal is to develop a culture of ESD in
the western Balkan countries of
Kosovo, Serbia and Montenegro and to
use the leverage of the European
integration process currently underway
in those countries to integrate SD
concepts and ideas into broader
educational reforms and the shift
towards outcomes-based learning. The
programme’s total budget over five
years is €1.4 million, with financial
support from the Rockefeller Brothers
Fund, Europe Aid and the Ministry of
Education, Science, and Technology of
Kosovo.
Process
Through research into the strengths
and weaknesses of the national
curricula in each country, gaps were
identified and guidance provided on
how to reform and align the national
educational curricula with the
principles of sustainable development.
Once the revised curriculum policy
was in place in each country, didactical
materials were developed to support
the new curriculum frameworks,
together with training to assist teachers
in delivering the curriculum and
72
sustainable development concepts.
Regional conferences between the
three countries were conducted to
share key results and brainstorm on
next steps and future needs.
In the target countries, there are
comprehensive changes underway to
educational systems as they shift to an
outcomes-based learning approach that
is being widely adopted across the
European Union. This provides a
window of opportunity to include ESD
in the reform process. There are also
large pre-accession funding
mechanisms, such as Europe Aid, to
assist these countries in the shift to this
new system of learning. The drive
towards European integration is
making these countries more open to
education policy reforms than they
might otherwise be.
Also significant has been the
development and adaptation of REC’s
Green Pack and Green Pack Junior—
multimedia educational kits for
teachers and their students—as a core
didactical resource to support the new
curriculum in each country. According
to surveys among teachers in Hungary,
where it was first introduced, Green
Pack takes into full consideration a
national curriculum and adapts the
content to it. Teachers of all subjects
are able to find references to
sustainability that can be included in
their own lesson plans, with country-
specific examples. Since the Green
Pack launch in 2001, around 40,000
teachers and over 4.5 million students
in 19 countries, including the Western
Balkans, have been educated using
these materials.
One of the main challenges has been
the ever-changing political landscape.
As elections occur, work within the
Ministries is put on hold until a new
cabinet is in place. In addition, as
governments change, the political
mandates of the previous government
are no longer valid, so new relations
and understandings must be rebuilt. To
mitigate the impact of such changes,
REC developed relationships with
high-level technical experts who often
remain in place through government
transitions. The full five-year time
frame of the programme also allows
sufficient time both to foster
relationships with government officials
and to wait for political momentum to
shift towards ESD policy reform.
Outcomes
Kosovo
Cross-curricular sustainable
development topics, including climate
change, biodiversity, green economy,
and technology, media and society,
have been developed for official
integration into the school curriculum.
Experts from the Ministry of
Education, Science and Technology
(MEST) have developed learning
outcomes for each subject field in a
new draft curriculum. MEST has
provided direct financial support to
train teachers on how to make ESD
learning outcomes an integral part of
their teaching. It has also prepared a
manual for teachers on how to
implement the new learning outcomes,
supported Green Pack training sessions
and developed content for Green Pack
Junior. In total, 1,000 copies of Green
Pack have been printed, reaching
approximately 240,000 students, 700
copies of Green Pack Junior printed,
and 30 ESD training workshops
organized for over 870 teachers. A
committee on ESD has also been
established, comprising officials from
the Ministries of Education, Health,
and Environment, and the Association
of Kosovan Municipalities and the
NGO community in order to promote a
culture of ESD.
73
Montenegro
Inter-subject themes and topics related
to sustainable development, elaborated
by the expert working group and REC
experts, have been officially approved
by the National Bureau of Education
and made part of the primary school
curriculum. Sustainable development–
related cross-cutting themes and topics
have also been officially approved by
the National Bureau of Education for
pre-schools and high schools, and for
general education subjects in
vocational schools. Teachers are now
obliged to cover climate change, green
economy, human rights, environmental
protection, sustainable cities and
communities, biodiversity, and
environment and health in their
lessons. Seven hundred copies of
Green Pack Junior Montenegro have
been printed and Green Pack Junior
Online has been developed, reaching
around 42,000 students. Thirty training
workshops for teachers and two
presentations of Green Pack for
directors of primary schools have been
held, with the participation of 1,000
teachers (10 per cent of all teachers)
and 50 directors (30 per cent of all
directors of primary schools).
Experiences have been shared among
expert working groups from the three
countries.
Serbia
In partnership with a Serbian
educational project funded by
EuropeAid, Serbia has reformed its
national curriculum framework
through the integration of SD learning
outcomes into each subject for
primary, secondary, and vocational
schools. A teacher-training module on
ESD has been developed for 10 per
cent of primary and secondary schools
in Serbia. Environmental protection
criteria have been officially included
among indicators for assessing the
performance of educational
institutions; sustainable development
principles have been officially
incorporated into indicators for
assessing teachers’ professional
development; and the concept of
environmental responsibility has been
integrated into the official school
curriculum. A manual on new teaching
and learning methods has been
developed, and Good Practices on
ESD Implementation in the New
Serbian Curriculum Framework is now
available online. Green Pack has been
upgraded in line with Serbian
educational standards and 1,000 copies
have been produced, reaching
approximately 240,000 students. An
ESD training module was developed
and delivered in 41 pilot schools,
involving 2,600 teachers; 7,500
teachers participated in online training,
covering 10 per cent of the schools in
Serbia.
Sources: Western Balkans, case study;
Montenegro, NIR; Hungary, NIR.
Case study 13: The
Mediterranean Strategy on
ESD
Highlights
• The Mediterranean Strategy on
ESD is a direct outcome of the
UNECE Strategy on ESD
• Demonstrates that the UNECE
Strategy for ESD has had an impact
beyond its direct borders into other
countries in the Mediterranean
region
Overview
The countries of the Mediterranean
region currently face many
environmental, economic and socio-
political pressures, compounded by the
massive population migration arriving
from areas of conflict. The current
challenges for the countries are to a
74
large extent unprecedented. In dealing
with these challenges, countries need
to consider a range of immediate
measures to facilitate the movement
and settlement of hundreds of
thousands of people, but also the long-
term measures and investments needed
to ensure a safe, peaceful region that
can develop sustainably. Education is
one such long-term investment in
human resources: an education that can
enhance the ability of learners to think,
work and act together for the
identification of innovative solutions
and their own fulfillment. In other
words, a long-term solution to the
current challenges facing the
Mediterranean region is education that
targets sustainability.
In the framework of Horizon 2020 (the
European Union’s programme for
research and innovation), the Croatian
Ministry of Environmental and Nature
Protection, in cooperation with the
Mediterranean Information Office for
Environment, Culture and Sustainable
Development and the University of
Athens, organized a regional workshop
called “Strengthening Education for
Sustainable Development policies in
the Mediterranean” (Zagreb, June
2013). The main objective was to build
the capacities of officials from
Ministries of Environment and
Ministries of Education in
Mediterranean countries towards
strengthening and promoting policies
for ESD.
The final draft of the Mediterranean
Strategy for Education for Sustainable
Development (MSESD) was reviewed
at this meeting and subsequently
formally endorsed in 2014 in Athens
by the Environment Ministers of the
Union for the Mediterranean (UfM).
The MSESD is an important
contribution from the Mediterranean
region to the post-UN DESD phase and
is considered an outcome of the
UNECE Strategy for ESD. MSESD
has been developed through a lengthy
and wide participatory process
involving environment and education
government officials, academics,
international experts and NGOs from
the north and south of the
Mediterranean. It has had strong
political and moral support by
distinguished personalities such as
H.S.H. Prince Albert of Monaco and
has been supported by the UNESCO
Chair and Network on Sustainable
Development Management and
Education in the Mediterranean, held
by the University of Athens.
Secretarial support for the development
of the Mediterranean Strategy has been
provided the Mediterranean Education
Initiative for Environment and
Sustainability (MEdIES). Funds have
been provided through several sources,
including the Directorate-General for
Environment of the European
Commission, Horizon
2020/Mediterranean Environment
Programme, and private donors.
Process
The MSESD serves as a flexible
framework to encourage countries to
incorporate ESD into their formal, non-
formal and informal educational
systems. Its implementation is driven
by national priorities and initiatives
focusing on each country’s specific
needs and circumstances (see
www.medies.net/_
uploaded_files/publications/msesd%20
booklet.pdf).
The Mediterranean Strategy has the
following specific objectives:
• Ensure that policy, legislation
and other regulatory and
operational frameworks support
ESD;
• Promote sustainable
development through formal,
75
non-formal and informal
learning;
• Equip educators with the
competences that enable them
to integrate sustainable
development in their teaching;
• Ensure that adequate tools and
materials for ESD are
accessible;
• Promote research on and
development of ESD;
• Strengthen cooperation on ESD
at all levels within the
Mediterranean region.
Although the Mediterranean Strategy is
aimed at governments, motivating and
advising them on how to develop
policies and practices that incorporate
sustainable development into education
and learning, it recommends that this
be done through interdepartmental,
multi-stakeholder cooperation and
partnerships. In this way, the Strategy
will also stimulate investment of
material and human resources into
ESD. In this context, the Strategy may
be useful to any agency or individual
that is engaged with education of any
type (formal, non-formal, informal)
and at any level (primary, secondary,
tertiary or lifelong).
The Mediterranean Strategy is fully
compatible with the ECE Strategy for
ESD and therefore its philosophy and
implementation does not present any
inconsistencies to the countries that
have already adopted the latter.
Therefore, other interested countries in
the region are welcome to endorse it.
The Secretariat of the Union for the
Mediterranean, with scientific and
technical support from MEdIES, will
facilitate the Strategy’s promotion,
implementation and monitoring.
The immediate next step is the
development of a five-year Action Plan
for the promotion of Mediterranean-
wide regional and sub-regional
activities on ESD and capacity-
building activities at the national level,
taking into account on the one hand
UNESCO’s Global Action Programme
on ESD and, on the other, the priorities
of the Mediterranean countries and in
particular the aspirations of youth, who
have been consulted through a regional
online survey in 2015.

The implementation of the Strategy at

the regional level will be financed by
voluntary contributions from States,
intergovernmental organizations and
other public or private sources with an
interest in education. The Strategy will
also be an integral part of the revised
Mediterranean Strategy for Sustainable
Development (MSSD II), currently
being reviewed by the United Nations
Environment Programme
Mediterranean Action Plan under the
framework of the Convention for the
Protection of the Mediterranean Sea
Against Pollution (Barcelona
Convention).

Outcomes
The Mediterranean Strategy is a major
contribution from the Mediterranean as
a follow-up to the UN DESD and in
line with the new global Sustainable
Development Goals. It is proposed as a
flagship “advancing policy” initiative
of the Global Action Programme of
UNESCO that seeks to scale up global
ESD action. Its evolution is clear
evidence of the important role of the
Strategy for ESD in inspiring ESD
supporting policies, and it
demonstrates how the Strategy for
ESD has had an impact beyond its
direct borders into other countries in
the Mediterranean region.

Sources: Mediterranean region, case

study; Croatia, NIR; Greece, NIR

76
Case study 14: Developing
education for sustainable
development competences in
Europe
Overview
The University Educators for
Sustainable Development (UE4SD)
project seeks to reorient teaching and
learning in higher education by
improving support for university
educators to develop professional
competences in ESD. Despite interest
in ESD, its approaches to learning and
education are not yet in common
practice in the higher education sector.
There is evidence that to bring in ESD
approaches to re-orient the curriculum,
there needs to be more professional
guidance for staff who teach and who
support learning in higher education.
There are still large “translation gaps”
in applying ESD ideas in different
subjects and courses so that the
learning process can contribute to a
sustainable future.
The project is funded by the European
Commission under the Life Long
Learning Programme—Erasmus
Academic Networks. It commenced in
October 2013 and involves 53 partners
(mostly higher education institutions)
in 33 European countries over its three-
year implementation period. The
UE4SD Partnership is a consortium
organized into four hubs of partner
institutions in their region: North,
West, East and South Europe. The
UE4SD Steering Group involves staff
members from the four institutions that
lead the regional Partnership Hubs:
University of Gloucestershire, UK
(Project Lead and North region);
Leuphana University of Lüneburg,
Germany (West region); Charles
University in Prague, Czech Republic
(East region); and, Autonomous
77
University of Madrid, Spain (South
region).
Process
UE4SD draws upon the ECE ESD
Competence Framework published in
2011, which provides a valuable
framework for educators to develop
their capabilities to integrate ESD into
curriculum design and pedagogy. The
core aim of UE4SD is to establish an
expert group in ESD competences in
higher education in Europe, and to
share the expertise of its partners, to
inform policy and practice during and
beyond the life of the project.
The partners have been organized into
four regional hubs to facilitate
coordination and communication, and
to ensure that regional scenarios and
contexts are visible. A key challenge
has been to manage the large
partnership and ensure that
expectations from partners are being
met: communication and engagement
is an ongoing challenge in this type of
complex project and requires regular
review of strategies to maximize the
participation of members and the
benefits for them.
The project includes three
implementation stages with core
activities and outputs:
Stage 1: Reviewing the ‘state of the
art’ and identifying leading practice
(2013–14): National mapping
exercises were conducted by 53 partner
institutions with four regional reports
prepared and a State of the Art report
analyzing the findings. Existing policy
developments and strategic
commitments for ESD in higher
education were identified, together
with best practice examples. Findings
indicate that ESD has gained
importance in higher education across
Europe, and a growing number of
universities have formal commitments
to ESD as part of their corporate
sustainability activities; however, there
is a need for clearer focus on
professional competences in ESD.
Stage 2: Developing new resources
and guidance tools (2014–15): Key
project resources include a leading
practice publication (conceptual
framework and case studies) and an
online platform (examples, reflections,
ideas and tools) to bring ESD into
education practice and professional
development for university educators.
Stage 3: Developing an Academy for
ESD in Higher Education (2015–16):
The final UE4SD stage consists of
framing a professional development
programme to support university
educators to develop their own ESD
competences. The Academy is
currently being trialed with four higher
education institutions in Spain that are
identifying processes and creating
projects focused on improving the
professional development of teaching
staff in ESD. Mentoring and action
learning are key processes
underpinning this activity, which seeks
to generate impact for university teams
and support wider institutional change
towards ESD after the end of the
project.
in ESD and influenced key
international and national dialogues in
ESD in higher education. Moving
forward, the report recommends
developing new participatory processes
to engage both internal and external
stakeholders in project activities.
UE4SD is a unique collaborative effort
that helps those involved in education
and learning develop the future-facing,
globally conscious, transformative
capabilities the 21st century requires—
and to bring these approaches into their
teaching practices, to assist students in
developing these competences. Its
innovative resources include practical
examples and reflections on team-
based action learning initiatives,
incentivized professional support
schemes, linked research-teaching
processes, institutional development
programmes, integrative academic
training modules and networking and
capacity-building activities. These
tools can be easily used and adapted by
different education organizations
across the world.
Source: Europe (b), case study.

Outcomes
UE4SD uses a distinctive monitoring
and evaluation (M&E) approach. A
member of the Steering Group leads
the internal evaluation, monitors the
quality of the project and collects the
M&E data during the life of the
project. An external evaluator reviews
the data and makes an assessment of
progress in the annual and final M&E
reports. The first project M&E report
acknowledges that the UE4SD
platform has contributed to enhance
partners’ knowledge and competences

78
Case study 15: Carpathian
Regional ESD Network—
cooperation to strengthen
ESD
Highlights
• Support for this initiative has been
reflected in the Carpathian
Convention of the Parties (COP)
• Exchanges on ESD are being
strengthened at a regional level
Overview
The Carpathian region constitutes a
major ecological, economic, cultural,
recreational and living environment in
the heart of Europe, shared by
numerous people and countries, where
sustainable development should be a
priority. The Carpathian countries (the
Czech Republic, Hungary, Poland,
Romania, Serbia, Slovakia, and the
Ukraine) have committed to the
sustainable development of the region
by becoming parties to the Framework
Convention on the Protection and
Sustainable Development of the
Carpathians (the Carpathian
Convention), which was adopted in
Kyiv in May 2003. The focal points of
the convention are representatives of
the Ministries of Environment of the
Carpathian Countries. The UNEP
Office in Vienna has provided the
secretariat to the Carpathian
Convention (SCC) since 2004.
The Convention acknowledges the
importance, in Article 11, of “Cultural
heritage and traditional knowledge”
and in Article 13, “Awareness raising,
education and public participation”.
The secretariat has coordinated several
ESD-related activities in past years,
including the following: the
Move4Nature initiative on teacher
training, which provides a tool kit and
training for teachers in rural mountain
regions; a project on vocational
79
training of rural tourism stakeholders
in community-based sustainable
tourism development and promotion,
using ICT, with pilot sites in Austria,
Italy, Poland, Romania and Ukraine
(Innovation in Rural Tourism); and
support for higher education and
research through the Science for the
Carpathians initiative, which is a
regional science network on mountain
research in the Carpathian Mountains.
In order to strengthen activities in
ESD, the ECE secretariat, with
approval of its parties, initiated
cooperation with the ECE Steering
Committee on ESD and, in particular,
with the Focal Points and observers
from the Carpathian Countries by
inviting them to join the Carpathian
Regional ESD Network (the Network).
The goal of the initiative is to support
coordination of ESD-related activities
in the Carpathian countries and
cooperation among ESD stakeholders
at various levels, from the Focal Points
of the Convention through to multiple
partners on the policy, academic and
practical levels. Another aim of the
Network is to support transferability of
good practices among the Carpathian
countries, as well as development of
further activities, rendering them most
useful for implementing countries’
ESD strategies.
Process
The leaders, participants and
contributors to the initiative include the
SCC at UNEP Vienna, the ECE
Steering Committee for ESD, the Focal
Points of the Carpathian Convention,
observers of the Carpathian
Convention activities and the ECE
Steering Committee members from the
Carpathian countries, The Science for
the Carpathians Initiative, the Regional
Centre of Expertise in ESD (RCE
Vienna) and NGOs working on various
aspects of the Carpathian Convention
related to Articles 11 and 13, on
cultural heritage and traditional
knowledge, and awareness-raising,
education and public participation.
Engagement of the highest levels of
stakeholders is challenging, however,
as nominated Focal Points can change
and the ability of Carpathian countries
to attend meetings of the ECE Steering
Committee on ESD can vary.
So far the resources used have been
those from the ESD-related activities
of the UNEP Vienna SCC and its
partners, including funding from the
European Commission and a private
donation. In addition, the initiative is
relying on already existing meetings,
such as the meetings of the Carpathian
Convention Implementation
Committees, the Conferences of the
Parties, as well as the meetings of the
ECE Steering Committee on ESD to
discuss activities of the network.
Finding resources for joint projects and
initiatives constitutes a challenge,
which can nevertheless be overcome as
a result of cooperation among the
Network members.
discussed by the Carpathian
Convention parties at the fourth
Conference of the Parties (COP) of the
Carpathian Convention on 23–26
September 2014. Support for the
initiative has been reflected in the COP
decisions.
At the 10th ECE Steering Committee
meeting on ESD (June 2015),
participants from Czech Republic,
Hungary, Poland, Slovakia and
Ukraine affirmed their interest to
become part of the Network and
cooperate with the Carpathian
Convention Focal Points, as well as to
use the occasions of the following
Steering Committee meetings to
coordinate Carpathian activities.
It has been decided that the first
activity of the Network will be the
production of a report on ESD in the
Carpathians, which will serve as the
basis for further joint activities. While
working on the report, the cooperative
efforts have already supported the
process of designation of the Focal
Points from Hungary and Romania to
the ECE SC on ESD.

Outcomes Source: Carpathian region, case study.

The Carpathian Regional ESD
Network is already seeing synergies
created among international
organizations and existing and
complimentary policy processes.
Cooperation on ESD is being
encouraged among the ministerial
Focal Points, and exchanges on ESD
are being strengthened at a regional
level. For example, at the ninth ECE
Steering Committee meeting in 2014,
UNEP Vienna SCC, with support from
the ECE secretariat, organized an
informal meeting with the participating
Carpathian Focal Points from Ukraine
and Poland to discuss cooperation on
ESD in the Carpathian region. Further,
the initiative has been presented and

80
3.8. Issue 7: Foster conservation, use and promotion of knowledge of
indigenous peoples, as well as local and traditional knowledge, in ESD
The curriculum for the 10-year compulsory Success criteria
school in Norway considers the specific need
Evidence shows that the role of indigenous
for the Sami people. The Directorate for peoples’ knowledge is recognized in ESD.
Integration plays an essential role in
promoting knowledge of Norway’s indigenous
people in ESD (Norway, NIR).

While the success criterion for this issue emphasizes the importance of indigenous
knowledge, the issue identified by the Expert Group on indicators includes the
promotion of local and traditional knowledge held within member States and their
communities. Out of the 38 reporting States, 22 gave some consideration to not only
indigenous but also local and traditional knowledge in ESD. Those member States
with indigenous populations commented on two facets of the issue: first, efforts to
recognize and include indigenous perspectives across the curriculum; and, second, the
need to strengthen education and ESD for indigenous populations as a necessary
component of sustainable development. As Canada observes, “there remains a
significant gap in including First Nations/indigenous peoples in ESD/environmental
education across Canada” (Canada, NIR). Other countries such as Romania, Croatia,
Hungary and Poland shared common observations on the promotion of local and
traditional knowledge and skills in the curricula, classroom and community.

Many of the European countries promote local traditions and cultures within ESD. In
Poland, an example of this has been the Ecomuseum Network—a project conducted
by the Polish Environmental Partnership Foundation. An Ecomuseum seeks to draw
attention to the authenticity of a place through natural and cultural resources and
related community activities aimed at joint action, including promotion, education and
regional development. This initiative is based on local knowledge and intimate
connection to the region, drawing out the history and traditions in order to assure both
heritage protection and economic benefits for local people (Poland, NIR). Romania,
Croatia, Hungary and Poland shared common observations about the principles and
practices in their respective education systems on conservation and promotion of local
and traditional knowledge and skills.

Looking forward on issue 7: raising the profile of indigenous, local and traditional
knowledge and culture in ESD

Strengthen the understanding of indigenous, local and traditional knowledge in

ESD: Member States with indigenous populations should be encouraged to share
research and collaborate to raise the profile of indigenous knowledge in ESD. The
outcomes of this collaboration would serve not only to strengthen the understanding
of indigenous knowledge in their own countries, but would inform countries without
indigenous populations of the global value of such knowledge.

More broadly, the transfer and use of local and traditional knowledge in ESD should
be further explored—in particular, the knowledge and traditions of local communities

81
and how those might enhance understanding of sustainability in the school
curriculum.

Consider broadening the scope of this issue to include addressing multicultural

perspectives in the classroom: Of particular note were responses from some member
States that touched on the impact of immigration and the growing awareness of the
importance of the knowledge and traditions of other cultures. As Malta states, “The
heavy influx of immigrants is adding a new dimension to the promotion of indigenous
knowledge. ESD initiatives need to address different ethnicities. Although some
examples of good practice are available, this area is still in need of development”
(Malta, NIR).

82
3.8.1. Issue 7: Case studies

83

Case study 16: Using
biosphere reserves in Greece
as teaching labs on the
inclusion of local and
traditional knowledge in
Greece
Highlights
• 200 individuals from over 20
countries have been officially
trained
• World Network of Biosphere
Reserves are ESD “motivators”
Overview
One of the fundamental challenges in
teaching learners about sustainable
development is to provide real-life
examples of the balance among
environmental protection, social
cohesion and economic viability, in
which full consideration is given to
local, traditional and indigenous
knowledge. In Greece, training
programmes and tools have been
developed to demonstrate these
linkages using the Biosphere Reserves
of the Man and the Biosphere
Programme of UNESCO.
Biosphere Reserves are areas of
protected and sustainably managed
terrestrial, marine and coastal
ecosystems. Each reserve promotes
solutions reconciling the conservation
of biodiversity with its sustainable use.
The knowledge and values of the local
inhabitants living in or near the sites
are considered in the management of
the reserves through the system of
“differentiated intensity”. A reserve
can consist of a “core zone” of
biodiversity protection, one or more
“buffer zones” and a “transitional
zone” where livelihood and social
activities could be integrated, provided
that sustainable development
provisions are observed. The
84
relationship with the local society and
economy must be analyzed and
considered in setting those provisions.
Key to securing local and traditional
knowledge is an open, participatory
planning process with the local
community.
Process
Formal and non-formal educators look
for on-the-ground examples where
communities live in cooperation with
their environment. The goal of the
Greece initiative has been to help
educators utilize local Biosphere
Reserves as open laboratories
demonstrating the process of
considering local knowledge and needs
in managing ecosystems. In 2008, the
Mediterranean Education Initiative for
Environment and Sustainability and the
University of Athens produced initial
educational resources on Biosphere
Reserves; by 2012 the material had
been enriched with regional cases,
field-tested by ESD practitioners and
evaluated by international experts in a
series of consultations and workshops.
Funding was secured through projects
supported by the Greek Ministry of
Education, UNESCO, the European
Union and private donors. The
resulting resource guidebook has been
the main teaching resource used in a
series of face-to-face training sessions,
a summer school and an e-learning
course with multiple audiences
including ESD formal and non-formal
educators, NGO staff, university
students and the Biosphere Reserve
managers themselves.
Outcomes
Since 2008 more than 200 individuals
from over 20 countries (mostly
Mediterranean) have been officially
trained (receiving certificates and/or
credits), while the number of people
who have accessed the resource
publication exceeds 1,000. The
initiative showcases a concrete tool for
educators on holistic, integrated,
community-based approaches to the
environment, drawing on local and
traditional knowledge. It has
contributed to the recognition of the
use of the World Network of Biosphere
Reserves as ESD “motivators”.

Source: Greece, case study.

85
4. PHASE III PRIORITIES
In 2012, at the 7th Steering Committee meeting of the Strategy for ESD, member
States agreed to focus on three leverage points for advancing ESD:

1. to ensure that there is an ESD school plan in every school by 2015;

2. to promote the introduction of ESD into teacher education; and
3. to reorient technical and vocational education and training (TVET) in
support of sustainable development and the transition to a green economy
(UNECE Steering Committee on ESD, 2013).

Small working groups were established for each of the priority action areas to provide
greater clarity on underlying concepts, as well as opportunities and potential
challenges that member States might face in working towards these specific goals. In
addition to contributing to the expert group process, 32 member States contributed at
least one informal report on progress on Phase III priorities for 2012 (TVET only),
2013 and 2014 (all three priorities), with 23 member States submitting detailed
updates in 2014.

4.1. Priority 1: Whole-institution approaches and ESD school plans

The National ESD strategies (2006) set the target that all schools should draw up a SD plan
by the end of 2010. According to the independent evaluation conducted in 2012 of the national
ESD strategies it is evident that the goal was not achieved but significant progress has been
made (Finland, NIR).

Whole-institution approaches
Whole-institution approaches involve the learners, the institution and the community
working together to embed sustainability in curriculum, learning approaches,
facilities, operations and community interaction. The Expert Group on Indicators set
the criteria for success as “at least one national programme to support the
implementation of a whole-institution approach” (UNECE, 2009b, p. 82) by the end
of the 10-year time frame. In 2007, less than 30 per cent of those States that submitted
a national implementation report on ESD indicated that they had adopted whole-
institution approaches in their countries (Wals and Eernstman, 2007). In 2010, the
number had more than doubled ─ 63 per cent of all countries participating in the
reporting process stated that they were adopting whole-institution approaches to
implement ESD (Eernstman and Wals, 2011). Today, nearly three-quarters (71 per
cent) of reporting member States indicate that not only are whole-institution
approaches adopted, but incentives are being provided to encourage and support their
adoption. Although there are encouraging signs of whole-institution approaches at
tertiary levels (Charts 28, 29), whole-institution approaches are being adopted more
often at the primary and secondary levels, with nearly half of member States also
including whole-institution approaches at the ECCE level. For example, in Belgium,
the Milieuzorg Op School (Environmental Performance at School) Project works with
nurseries as well as primary and secondary schools to achieve their ambition of
permanently embedding environmental performance in their school culture (Belgium
[d], case study).

86
Member States report a range of efforts, with many referring to international
programmes, such as the Global Learning and Observations to Benefit the
Environment (GLOBE) and Eco-Schools, that have encouraged participation from
individual schools and students. Home-grown recognition programmes have also been
influential, such as Austria’s National Environmental Performance Award for
Schools, Canada’s Learning for a Sustainable Future national ESD innovation awards
and, at the provincial level, Manitoba’s ECO-Globe recognition for individual
schools. Such initiatives start a dialogue for schools seeking to attain a high level of
sustainability performance across their whole school (Canada, NIR). In a few cases,
such as the Kyrgyzstan Republic, public funding for schools and teachers is directly
tied to “stimulating funds”, distributed among teachers for a demonstrated
improvement in the quality of their work. “One of the indicators to obtain these funds
is the development/participation, together with the students in different types of
projects, programmes, and training and the use of results in the classroom on various

87
issues, including on environmental issues and sustainable development” (Kyrgyzstan,
NIR).

This trend towards the promotion and adoption of whole-institution approaches to

ESD is strongest in the European Union, other Western European countries and North
America group and South-Eastern Europe regions (75 per cent of reporting States),
but currently only half of the Eastern Europe, the Caucasus and Central Asia States
report progress on this issue (Chart 30).

While in most member States, higher education institutions have considerable

autonomy, many now consider sustainable development “as a wide-ranging issue
covering all of their activities and they have their own action plans, programmes as
well as quality systems” (Finland, NIR). In Canada, a major driver for whole-
institution approaches at higher education institutions has been the Sustainability
Tracking, Assessment and Reporting System of the American Association for
Sustainability in Higher Education. Other countries apply principles of environmental
management systems (e.g., International Organization for Standardization [ISO]
standard 14001) or sign on to mechanisms such as the Sustainable Campus Charter,
which was developed by the International Sustainable Campus Network and the
Global University Leaders Forum.

Organizations in member States are also now working to develop tools and resources
to support ESD in teaching and learning at HEIs, such as the guidebook Sustainable
development as a compass for defining learning outcomes, which was compiled by
the Belgium EcoCampus programme. Ecocampus recognized that there has not yet
been much thought given to how sustainable development can be integrated in
discipline- and programme-specific learning outcomes. The guidebook presents a
good theoretical background to sustainable development, ESD, competences for
sustainable development and reasons why sustainable development is implemented in
tertiary education, together with ways to embark on the integration of competences for
SD in learning outcomes and illustrated with relevant good practices (Belgium [c],
case study).

88
ESD school plans
Member States have learned that whole-institution approaches embed ESD where the
learner is and change the culture of the school and the surrounding community.
School plans are seen to be the instruments for implementing the “whole-institution
approach” in school operations, particularly in pre-primary, primary and secondary
levels of education. As defined by the ECE ESD working group on school plans,
“ESD school planning is a means to move beyond sustainability awareness-raising
and to actively engage in a continuous cycle of planning, implementing and reviewing
approaches to sustainability as part of every school’s operations” (UNECE, 2014b).
The working group identified a number of core dimensions for such plans, including
school governance arrangements, curriculum, teaching and learning, facilities and
operations, partnerships and cooperation—particularly with the surrounding
community—and self-assessment.

Member States have taken different approaches to addressing this priority. Many
continue to focus primarily on sustainable development across the curriculum and
how it is rolled out at individual school levels, together with learning resources
(primarily online) to support teachers. Several countries such as Armenia, Croatia,
Estonia, Greece, Monaco and the Ukraine point to the success of introducing special
projects into the curriculum and schools that encourage students and teachers to
consider sustainability challenges within the local community—learning in a more
integrative, interactive and participatory manner. Linking curricula and learning with
facilities and operations is often achieved through participation in international
programmes such as Eco-Schools and the UNESCO Associated Schools Programme.
Several States have also introduced their own national programmes for recognition
and certification of individual schools, such as Sweden’s “School for Sustainable
Development”, Finland’s “Sustainable Development Certificate”, and Hungary’s
“Green Kindergarten” award. Most of these efforts are voluntary and, while they are
encouraged at the national level, participation remains a decision of the individual
schools.

Those member States that have taken a more systematic approach to developing and
implementing school plans across all schools include Canada (Manitoba), Cyprus,
Finland and Hungary. The Department of Education and Advanced Learning in
Manitoba (Canada) has developed a Sustainable Schools Guide, which has a template
for schools to use when developing ESD school plans. In Cyprus, the preparation of
ESD school plans have been officially incorporated in primary education and are
currently being piloted in pre-primary education. At a later stage, they will be
introduced in secondary education (Cyprus, 2014 informal report). The Cyprus
Ministry of Education and Culture, through the Cyprus Pedagogical Institute, has
written the Guide for implementing EE/ESD in school to support the design and
implementation of school plans and to support teachers as they use include the
EE/ESD curriculum in the framework of the school plan.

Finland has collected data on the success of its respective strategies to promote ESD
plans in schools. In 2013, Finland suggested that approximately 40 per cent of schools
have an SD plan in place, with another 11 per cent planning to do so. In Hungary, the
2011 Public Education Act expressly legislates the whole-school approach, tasking
the ministers responsible for education and environment to develop the Green
Kindergarten and the Eco-School programmes across the country. Based on this

89
promotion, it would appear that the number of Green kindergartens has increased to
633 (17.6 per cent of all kindergartens); and approximately 700 schools are now part
of the Eco-Schools programme (14.6 per cent of all schools) (Hungary, 2014 informal
report). Finland has included ESD plans in its overall ESD strategies and provides
schools with models, examples and practical support in drawing up SD plans.

Looking forward on priority 1: Opportunities for encouraging ESD school plans

Review and consider how to address more widely and systemically the
recommendations of the school plans working group: In 2014, the school plans
working group undertook a comprehensive review of work to date. Its findings are
consistent with comments provided by the member States through their NIRs and
informal national reports. As suggested by the working group, member States should
consider how they can do the following:

(a) Raise the profile of this issue. Ministries of Education and Environment
and other relevant state bodies should recognize the importance of ESD school
planning for setting the structures of quality education and link ESD school
planning with relevant national priorities.

(b) Integrate whole-school approaches into regulatory frameworks and

curricula. Regulatory frameworks and curricula at the school level should
specifically support whole-school approaches to ESD (i.e., to ensure that ESD
school planning is an integrative element of schools’ priority initiatives and
commitments).

(c) Promote educator competences. Educator competences should be

considered key to the successful and long-term implementation of whole-
school approaches and the improvement of education quality.

(c) Ensure adequate financial means and technical support and incentives.
Guidelines, resources, networking platforms for experience and information
sharing, training for leadership and administration, as well as incentives (e.g.,
partnerships, award and certification schemes) play an important role for
allowing whole-school approaches to unfold.

(d) Develop monitoring and assessment systems. Educational institutions

should include the implementation of whole-school approaches to ESD and
aim at supporting schools’ self-development and improvement (UNECE
Steering Committee on ESD, 2014).

90
4.1.1. Priority 1: Case
studies

91

Case study 17: ESD as a
whole-school approach in
Manitoba
Highlights
• ESD is embedded in Manitoba
Education and Advanced
Learning’s mission statement and
included in a number of policy-
related documents
• 31% of the 754 (funded and
independent) schools have ESD
school plans in place as of 2014
Background
Since the start of the UN DESD
(2005–2014) and the Strategy for ESD
(2005–2015), the Manitoba
Department of Education and
Advanced Learning has been
encouraging a whole-school approach
to sustainability. The whole-school
approach guides school divisions
toward sustainability in five areas:
governance, curriculum, teaching and
learning, capacity building, facilities
and operations and partnerships.
In 2009, Manitoba Education and
Advanced Learning embedded
sustainability within its mission
statement. The mission is: “To ensure
that all Manitoba’s children and youth
have access to an array of educational
opportunities such that every learner
experiences success through relevant,
engaging and high-quality education
that prepares them for lifelong learning
and citizenship in a democratic,
socially just and sustainable society”.
The department continues to identify
ESD as one of its overarching goals
and is one of five priority action areas
identified within the department plan.
In addition, the department has aligned
its ESD priority with the three UNECE
priority action areas and has recently
added a fourth, strengthening climate
change education, in order to align
92
with Manitoba’s Climate Change and
Green Economy Action Plan.
In June 2012, Manitoba released its
Green Plan Tomorrow Now, where the
province made a commitment to ESD
and included the following action:
Encouraging all schools to have a
sustainability school plan in every
school by 2015. At the End of Decade
of ESD Conference in Nagoya, Japan
in November 2014, Deputy Minister
Gerald Farthing presented Manitoba’s
ESD Global Action Programme
Commitment, “Every School having an
ESD School Plan by 2015”. The
deadline of 2015 has recently been
extended to parallel with the UNECE
ESD extension of 2019. That said,
Manitoba anticipates reaching the
target goal of 100% prior to the
extension date.
Process
To support every school having an
ESD school plan in place, the
department developed a Sustainable
Schools Guide, which includes a
template for schools to use when
developing ESD school plans or
embedding ESD into existing school
plans.
ESD outcomes are embedded in the K–
12 curriculum, including the technical
vocational curriculum, which supports
one of the five areas of a whole-school
approach.
In 2013, an ESD school plan section
was developed on the department’s
ESD website to centralize ESD school
plan resources. Professional learning
sessions and support to schools
developing ESD school plans is
offered upon request. An ESD action
project grant was established to
provide up to $2,000 to schools for
ESD activities.
In addition, each year since 2009, the
department has encouraged
provincially funded kindergarten to
grade 12 schools to apply for the Eco- place. Updated data will be available in
Globe Schools recognition programme. January 2016.
This programme is intended to
acknowledge Manitoba schools’ Schools in Manitoba have been
commitment to integrating ESD in a engaged in ESD and many school
whole-school approach. divisions require their schools to
submit ESD school plans annually, as
When schools apply for recognition, it is one of their priority areas.
they are assigned, upon approval, one
of three levels: Awareness, Action or Source: Manitoba, case study.
Transformation. Once a level is
achieved, the school does not have to
reapply in future years to retain it.
Schools investigate the criteria that are
related to each level, work towards
them as the year progresses, and
gradually progress through the three
levels. Through this process, schools
are required to develop ESD school
plans.

A school that received transformational

level recognition commented that “the
staff has a shared vision, and anyone
who steps in will want to be a part of
that vision. The whole-school inquiry
is now a staple for how teachers do
things here.” Another school
commented that a whole-school
approach is continuous and ongoing.
“Now that ESD is embedded in the
culture, the school will continue to
make strides towards supporting
students as they learn and experience
what it means to live in a sustainable
manner”.

Outcomes
Between 2009 and 2014, with the Eco-
Globe Schools recognition programme,
75 schools have achieved Awareness
level, 69 schools have achieved Action
level and three schools have achieved
Transformation level.

ESD school plan data has now been

collected by school divisions for each
school and a baseline has been
established. As of 2014, 31% of the
754 (funded and public independent)
schools have ESD school plans in

93
Case study 18: The Alliance of of developing, implementing and
Sustainable Universities in evaluating sustainability projects in
their universities. These partners are
Austria drawn from both academic and
administrative staff. There is an expert
Highlights meeting of a group of 15 to 20 that
• Alliance makes it easier to advance takes place four times a year. Here,
sustainability at participating they exchange concrete projects (e.g.,
universities in the field of environmental
• Participating universities management or education), discuss
committed to developing a strategies for getting support from the
sustainability strategy university management as well as from
university staff, and develop common
Overview
projects in the field of research or
The Alliance of Sustainable
8 operations, such as preparing joint
Universities in Austria was founded in
tenders for sustainable procurement.
2012 as an informal network of
universities to anchor sustainability Several working groups deal with more
issues at universities and thus specific issues. For example, the
contribute to a more sustainable Climate Friendly Climate Research
society. The initiative was started by working group tackles the issue of
the BOKU University of Natural carbon intensity of climate research.
Resources and Life Sciences in Vienna The working groups on Sustainable
and the University of Graz with Mobility and Sustainable Procurement
support from the Austrian Ministry of deal with operational issues, while the
Research and Science (BMWFW). European Eco-Management and Audit
(EMAS) group works on improving
The whole-institution approach is an
environmental performance at five
explicit aim of the Alliance, whose
participating universities.
objectives are to exchange good
practice experiences and undertake
A decision was made to keep
joint activities in the fields of research,
cooperation simple and free of
education, operations and knowledge
bureaucracy. Participants volunteer
transfer. By working through the
their time, but a few specific projects
Alliance, members gain added
have been funded. Each university
motivation to integrate sustainability
pays a small fee to cover expenses.
into their institutions and, in particular,
Although this informal cooperation is
to provide support to those who are
an advantage in regard to
interested in and responsible for issues
administration, it also presents a
of sustainability within their
challenge to keeping the energy and
universities.
commitment high in the expert group.
Process
The main partners involved in the
Alliance are experts who are in charge

8
Currently, nine Austrian universities are members:
BOKU University of Natural Resources and Life Sciences
(Vienna), Karl-Franzens-University of Graz, Vienna
University of Economics and Business, Alpen-Adria-
Universität Klagenfurt, University of Salzburg, Graz
University of Technology, Medical University of Graz,
University of Music and Performing Arts Graz, University
of Innsbruck.

94
Outcomes
A key leverage point was achieved at
the beginning of the Alliance, when
each participating university
committed to develop a sustainability
strategy in the 2013–2015 performance
agreements with BMWFW. The new
performance agreements for 2016–
2018 are under negotiation. Besides the
joint projects and meetings, the
existence of the Alliance makes it
easier to advance sustainability on their
university’s agenda and to gain
legitimacy for their endeavours.

Source: Austria, case study.

95
Case study 19: Whole-school
approaches in kindergartens Process
The titles of Green Kindergarten and
in Hungary Permanent Green Kindergarten are
granted through applications to the
Highlights Ministries of Human Resources and
• Green Kindergartens help to scale Agriculture. The criteria for awarding
up the ESD work of institutions the title have been harmonized with
• 700 Green Kindergartens—about international criteria for “whole-school
20 per cent of all kindergartens in approaches” to ESD. The title does not
Hungary provide direct financial resources to
the institutions, but possessors of the
Overview
title become members of the Green
The 2011 Public Education Act
Kindergarten Network. The Network
expressly legislates the whole-school
co-ordinates, informs, and organizes
approach, tasking the Ministers
in-service teacher training sessions and
responsible for education and
programmes that put the principles of
environment to develop the Green
sustainability in the centre of their
Kindergarten and the Eco-School
operation. Within the Swiss
programmes across the country. The
Contribution Framework, the
Ministry of Agriculture and the
“Widening Green Kindergarten and
Ministry of Human Resources joined
Eco-school movements” project is
efforts to promote environmental
supporting national and regional
awareness of future generations by
resource centres to 2016. The national
advancing practical environmental
resource centres provide professional
education and training beginning in
and logistical background for the
kindergarten. The resulting Green
programme, while regional resource
Kindergarten programme provides
centres are responsible for contacts
ESD for children three to six years of
with kindergartens that intend to apply
age across the country. The title
for the award, helping them to prepare
“Green Kindergarten” is awarded to
the applications and meet the criteria.
those educational institutions whose
programmes include systematic Outcomes
education for sustainability as a daily Ten years after the first award in
practice. Hungary in 2006, there are almost 700
Green Kindergartens—about 20 per
The main objective is to teach children
cent of all kindergartens. The title is a
environmentally friendly behaviour
distinguishing mark of quality, which
and lifestyle habits. Green
makes it attractive for parents,
Kindergartens contribute to
represents positive feedback on its
sustainability by educating the next
work and gives schools an improved
generation to become environmentally
chance in seeking funding for
conscious and responsible citizens. It
environmental education and ESD
differs from the average school in that
pedagogy. The Green Kindergarten
the principles of sustainability are not
Network grew rapidly during the first
only present in the curriculum but in
years of the movement and has helped
all aspects of school life from the
to scale up ESD work of institutions in
operation of the school to the caring of
the network. More recently, however,
children. The local community
it has become difficult to attract new
connects to its work in many ways,
institutions. There may be limits to
with local values and problems
voluntary initiatives that cannot
included in the pedagogical
provide a financial motivation for
programme of the school.

96
institutions to participate. More work is
needed to determine how to reach
those institutions that have not started
their own development of ESD.

Sources: Hungary, case study,

Hungary, 2014 informal report.

97
4.2. Priority 2: Introduction of ESD into teacher education
The most recent changes to the teachers’
professional standard [in Georgia] were
made at the end of March [2014] …it is
significant that the first provision dealing with
the teachers’ characteristics is as follows:
“understands significance of his/her
profession and responsibility for the
sustainable development of the civil society
and the state”, emphasizing once more the
significance of this issue (Georgia, NIR).
Success criteria
ESD is incorporated into initial and in-
service training within at least four ISCED
levels.
ESD is incorporated into training of
leadership and administrative staff within at
least four ISCED levels.
At least one national programme/initiative
exists to support cooperation/networks/
platforms on ESD among educators.

The role of the educator is central to ESD implementation and requires interventions
at the initial, pre-service stage, as well as through in-service and continuous learning
opportunities. From the beginning of the Strategy for ESD, the training of educators
has been considered to be pivotal in advancing ESD. The Strategy encourages
member States to do the following:

• Stimulate competence development for staff in the education system;

• Include sustainable development–related issues in training and re-training
programmes for educators for all levels of education; and
• Encourage educators, including those involved in non-formal and informal
education, to share experiences (UNECE, 2005, pp. 54–55).

The Steering Committee established the ECE Expert Group on Competences to define
more clearly the ESD competences for educators and policy recommendations for
promoting those competences across the education system. The resulting Expert
Group report, Learning for the Future: Competences in ESD
(ECE/CEP/AC.13/2011/6), has served to guide a number of ECE member States as
they seek to strengthen the competences of educators, and has had significant
influence globally.

Most member States report that ESD is now part of initial training (33 member
States—87 per cent) and in-service training (34 member States—89 per cent), with
over half also addressing ESD competences in training programmes for education
leaders and administrators (Chart 31). Opportunities also exist across the member
States for educators to network, share experience and strengthen their capacities by
learning from each other (Chart 32).
While these numbers appear high, some caution is warranted. The information on
ESD training for educators, particularly for initial training, is often limited by the lack
of knowledge of the activities of faculties of education, given the autonomous nature
of higher education institutions in many member States. Where such information is
available, many suggest that ESD in initial training is not systemic but rather made
available through elective courses. Therefore, while ESD may be reported as being
part of teacher education by close to 90 per cent of reporting member States, it is not
clear where it has been fully integrated in teacher education by all teacher education
institutions. Rather, the qualitative comments provided by member States suggest that
ESD is being promoted in teacher education, but that in many jurisdictions it is not yet
fully integrated. It is also not clear whether significant numbers of teachers have been

98
trained to date. Member States such as Canada, Cyprus, the Czech Republic, Malta
and Norway all specifically noted the lack of knowledge of ESD principles and the
lack of ESD competences among teachers as an ongoing challenge.

It is also not clear whether significant numbers of teachers have been trained to date.
Only a third of member States attempted to estimate the percentage of teachers being
trained, and, of those who did, only a few suggest that over 75 per cent of teachers
have been trained in ESD through either the initial or in-service teacher education
processes. The majority reported 25 per cent or less of teachers reached across all
education levels.

Efforts to address teacher education are continuing. Setting teacher education as a

priority during the third phase of the Strategy appears to have contributed to the
progress made during this period. From 2013 to 2014 alone, 50 per cent of member
States providing informal reports indicated that there have been significant advances
made with regard to ESD in both initial and in-service training.

99
Initial training
Legislative changes, including changes to standards and certification requirements in
some member States, have been helpful to move teacher education institutions to
reorient their programmes to support ESD. ESD can be found in the new Danish
teacher education requirements. In France, ESD is now a cross-cutting theme in the
training plans of all the academies of education, as an outcome of the 2013 Loi de
refondation de l’Ecole [Reformation of the School Act], which embeds environmental
education in the Education Code. Georgia has also adopted new Professional
Standards for Teachers that incorporate sustainable development, as has Sweden, with
its new teacher education requirements for competences in ESD.

In other jurisdictions, education policy-makers have taken more of a consultative and

partnership approach, bringing the teacher education institutions together in a
dialogue to explore the importance of ESD. In Canada, the Council of Ministers of
Education, Canada (CMEC) ESD working group conducted a survey of Canadian
Faculties of Education and their approach to ESD, with a view to understanding the
range of actions, barriers and opportunities, and stimulating dialogue within and
across faculties. Universities in some countries, such as Switzerland and Austria, have
taken on the challenge independently. In Switzerland, an ESD group within the Swiss
Conference of Rectors of Universities of Teacher Education has conducted an
assessment of existing practices, methods and the content of courses in teacher
education and prepared recommended guidelines for seven measures on how to
integrate ESD in teacher education (Switzerland, NIR). In Austria, the University
Colleges for Teacher Education work with the Austrian Eco-school network to
develop a college-wide approach to ESD. Nevertheless, in many teacher education
institutions, ESD continues to be offered as an optional discipline or a topic of
seminars rather than an integrative principle, with individual teacher-educators
providing their own curricula. It remains unclear from reports from member States the
extent to which ESD is fully integrated across teacher education programs, how much
of the introduction of ESD is mandatory, or whether, where it does exist, it is an
optional course of study for teacher candidates.

In-service training and continuous learning

Approaches to introducing ESD through in-service training and continuous learning

for teachers vary widely across member States, with many taking more than one
approach to reach out to and build the competences of teachers who are already in the
classroom. In-service ESD professional development for teachers and education
leaders/administrators is often voluntary, ad hoc and delivered by NGOs or supported
primarily through the provision of web-based resources. In some jurisdictions, like
Monaco, training may be mandatory at one level (primary) but voluntary at another
(secondary) (Monaco, NIR). Less is known about the actual content of these
initiatives (e.g., do they focus primarily on curriculum content, instructional
approaches or whole-school thinking, etc.?). Nevertheless the types of in-service
initiatives can be grouped roughly as follows:

Centralized approach: In this approach, a government agency takes the lead

on the design and delivery of professional development on ESD. Compulsory

100
and optional courses can be offered at a central facility, on location or online.
In Cyprus, the Pedagogical Institute is the organization responsible for
meeting the ESD training needs of teachers. In Georgia, the Environmental
Information and Education Centre of the Ministry of Environment provides
teacher training on various aspects of sustainable development.

Train the trainer and teacher-coordinator initiatives: In this approach, a

small group of teachers receive training and materials, which they are
encouraged to share with others in their schools. Use of the Green Pack kit has
been dispersed throughout Montenegro in this way. Cyprus also uses a train-
the-trainers approach, in which a designated teacher is trained in ESD
implementation and then prepares his/her colleagues at the school. In Greece,
teacher-coordinators are nominated in every district to carry out ESD extra-
curricular programmes.

Endorsing and/or supporting NGOs and networks to provide training: In

this approach, an agency or group outside of government develops and
promotes training and support materials for ESD. The network Duurzame
Pabo in the Netherlands works to ensure that all primary school teachers learn
about ESD. The World Wildlife Fund (WWF) in Sweden has been very active
in ESD, producing models, strategies and related support materials for
teachers.

Development and provision of ESD tools and resources: Many member

States point to a wealth of websites and interactive materials that they and
others have developed. Poland notes, however, that there are critical
limitations to relying solely on this approach, with many teachers unfamiliar
with the resources or lacking the skills to search, find and use such tools
online.

Encouraging peer-to-peer engagement, especially through existing teacher

associations: In which teachers within specialty groups, such as science,
technology and math (STEM), hold annual symposia with sessions on ESD
relevant to their disciplines. In the Netherlands, in secondary education the
associations of teachers in a specific topic (e.g., the Royal Dutch Geographical
Society; the Dutch Institute for Biology, or the Vereniging van leraren in de
economisch-maatschappelijke vakken [VECON] for teachers in economics)
play a role in making the textbooks as well as the curriculum more focused on
sustainable development.

101
Training of education leaders and administrators

Over half of the responding States have reported including ESD competences in the
training of education leaders and administrators (Chart 31, above). For example, the
Cyprus Pedagogical Institute now offers in-service training for leaders and school
principals. In Canada, several jurisdictions are addressing training of administrators:
the province of Newfoundland and Labrador has commissioned training materials to
convey a consistent message of ESD among school district administrations. The
Sustainability Education Academy (SEdA), now operated solely by Learning for a
Sustainable Future but previously supported by the province of Manitoba in
partnership with York University and Learning for a Sustainable Future, has worked
with school divisions and schools to reframe their division policies, curriculum
teaching and learning, capacity building, facilities and operations, and partnerships
around ESD/EE. In Ontario, Regional Environmental Education Lead (REEL)
positions were established in each of the major school regions: the REELs helped
support school boards and educators, with the outcome that all of Ontario’s 72 school
boards now have an environmental education policy (Canada, NIR).

Networks of educators

Network models are also providing support for peer-to-peer learning among
educators—both those involved in teacher preparation, and networks of teachers
themselves. Chapters of the International Network of Teacher Education Institutions,
led by the UNESCO Chair in Reorienting Teacher Education towards Sustainability,
have emerged in countries such as Germany. Nearly all member States in the
European Union, other Western European countries and North America group and
two-thirds of member States in the Eastern Europe, the Caucasus and Central Asia
group report the existence of networks and platforms of educators involved in ESD,
but none were reported for the South-Eastern Europe region (Chart 33).

102
Looking forward on priority 2: Strengthening educator competences

Review and consider how to address the recommendations of the teacher

education working group on “Introducing ESD to Teacher Education:
Outcomes”. In 2014, the teacher education working group undertook a review of
work to date. The findings of the working group’s 2014 review are consistent with
many of the comments provided by the member States in the NIR and informal
reports. The following working group recommendations should therefore be
considered and are as follows:

a) Make teacher education visible in ECE strategic policy

documents;
b) Reaffirm the importance of political support and leadership
for teacher education;
c) Develop professional development and national mentoring
programmes for teachers in ESD;
d) Promote partnerships and multi-stakeholder engagement in
teacher education programmes;
e) Encourage member States to develop national workshops on ESD for
teacher educators (UNECE Steering Committee on ESD, 2014).

Strengthen and support professional development networking opportunities for

teachers and administrators: In addition to the working group recommendations,
the importance of peer support for educators should be recognized and reinforced.
Given the limited availability of government support for teacher and
leader/administrator networking on ESD, particularly in member States in Eastern and
South-Eastern Europe, the Caucasus and Central Asia, consideration should be given
to mechanisms to foster such networks.

103
4.2.1. Priority 2: Case
studies

104

Case study 20: ESD in teacher
education in Cyprus—the role
of mentoring
Overview
ESD lies at the core of the Cyprus
educational system, and teacher
education is considered to be crucial to
the integration of ESD in all education
contexts. In Cyprus, many promising
programmes have been initiated to
address teacher education in ESD.
Nevertheless, there is a consensus that
most offerings do not reflect
sustainability concerns or competences
and a transformative teacher education
for sustainable development has not
yet been achieved.
As a result, Frederick University and
the Cyprus Pedagogical Institute, in
cooperation with the University of
Karlsruhe, Germany and the University
of Alberta, Canada, undertook the
project ESD as an induction
framework for novice teachers: Quality
Educators for Quality Education. The
goal was to develop a programme for
novice teachers in the framework of
ESD and quality education, based on
the assumption that training teachers to
deliver ESD effectively at school will
improve the quality of the pool of
teachers. A mentoring system was
designed as the training modality, due
to its practical, experiential and
interactive nature. The programme was
expected to (a) use the potential of
ESD to promote sustainability
principles; (b) compensate weaknesses
of university education to prepare
students for actual teaching; (c)
overcome limitations of conventional
training programmes; (d) empower
teachers to respond to the challenges
and particularities of ESD
implementation; and (e) use ESD as a
solid path for quality education.
105
Process
The programme was implemented in
four stages: a needs assessment; a short
training programme; programme
implementation with monitoring in
schools; and finalization of the end
products, including tools, resources
and good practices. Forty-two teachers
participated, forming 21 teacher pairs:
one with significant experience in ESD
in the role of the mentor paired with
one who was either a newly appointed
teacher or a novice in ESD. After
attending the initial training
programme, each pair worked together
to deliver three teaching units in their
schools on a sustainable development
issue of their choice. Data on the
collaboration of the mentors and
novices was collected through
observation sheets, reflective diaries
and interviews.
Outcomes
The research outcomes confirm that
ESD training can contribute to quality
teaching. Both mentors and mentees
benefited from the collaboration. All
participants acknowledged that the
programme increased their
competencies in ESD and felt that it
also strengthened their overall teaching
skills. Results contribute to an
understanding that ESD requires
collaborative forms of adult education,
such as mentoring or participation in
professional communities of learning.
The sharing of experiences among
peers promoted the development of
their pedagogical content knowledge,
helped educators overcome the
challenges of ESD and enhanced their
flexibility to adjust to different needs
and contexts. The project has been
used to design a course for ESD and
teacher education based on mentoring.
However, in order for mentoring to be
introduced across Cyprus teacher
education, consideration must be given
to how professional communities of
learning can be established in Cyprus’s
centralized education system.
Source: Cyprus, case study.

106
4.3. Priority 3: Technical and vocational education and training in
support of sustainable development and the transition to green
economies
School curricula should aim at a shift in students’ thinking and knowledge, but
concentrating only on knowledge will not fulfill the requirements needed for a
green economy. Knowledge acquisition must be supported by the promotion of
understanding and the teaching of practical skills in order to impart ESD
competence and be completed by appropriate values. Green economy concepts
focus mainly on top-down policies while ESD can contribute to greening the
economy from the bottom up, because it has the ability to equip people with
ESD competences (Slovenia, 2012 informal report).

Technical and vocational education and training for sustainable development

considers the technical skills and competences required for work in new sectors (such
as renewable energy technologies), as well as for work in reorienting existing sectors
to operate more sustainably (such as construction, manufacturing, tourism, hospitality
services and others). However, ESD in TVET encompasses more than the acquisition
of sustainable development-related skills; it includes the fostering of understanding
and values necessary to change the workplace, the community and home: investments
in TVET have benefits throughout all of society, and not just for the learner’s
employability (Buckler and Creech, 2014).

Reviewing progress on this third priority sheds light on the challenges and
opportunities member States have faced in addressing this priority. In the first year,
many countries focused on conceptual challenges, seeking to understand more clearly
what constitutes a “green economy” and “green jobs” and how these interface with the
broader societal goals of sustainability. Only a year later, countries were describing
how sustainability thinking was beginning to emerge in TVET, with programming
influenced by both government policies promoting the green economy and the
growing private sector demand for a workforce trained in a range of environment-
related skills. In 2014/15, new competences and skill sets are being defined, with a
wide range of new courses and training programmes being offered. Nevertheless,
progress on this third priority has been slower than actions reported for priorities one
and two: less than half of responding member States (44 per cent) indicate in their
2014 informal reports that there has been significant progress on TVET in the past
year.

Government policies for greening economies are part of several factors that appear to
be instrumental in advancing TVET in support of sustainability. Member States such
as Armenia, Bulgaria, Canada, Finland, France and Switzerland, or local governments
therein, all mention the influence of national/provincial policies and/or European
Union standards and directives that have required or encouraged changes to TVET to
comply with environmental regulations, clean technology development and new
business opportunities. The Federal Council of Switzerland’s requirement for a green
economy and more clean technology has been catalytic, with all basic vocational
education courses reviewed for clean tech content and gaps identified across various
categories of skilled professions. Fact sheets with “Cleantech” competences are now
available for 217 job profiles (Switzerland, 2013 and 2014 informal report). The 2013
Green Plan Tomorrow Now, of the Province of Manitoba in Canada, recognizes the
need to instill “green skills, knowledge and values within our existing and future

107
workforce”, which will require the “advancing of TVET in support of the transition to
a green economy” (Canada, 2013 and 2014, informal report). Manitoba Education and
Advanced Learning is well underway in developing new curricula for technical-
vocational subject areas, with sustainability-related learning outcomes, and has
supported the development of a new programme in alternative and sustainable energy.

Equally significant has been pressure from the private sector to address the need for
skilled workers in new fields: even in the aftermath of the global economic crisis in
2008, Austria points out that the “green industry” grew by nearly 6 per cent from
2008 to 2010 with a 10 per cent increase in green jobs (mostly in the field of
sustainable energy technologies). Romania notes that, as of 2013, school
qualifications and training have been updated to ensure a match with labour market
needs (Romania, 2013 informal report). Sweden reports that the signals from
companies for various green and sustainability-related competences, while they could
be stronger, are definitely an improvement over five years ago (Sweden, 2013
informal report).

In 2013, the French government organized the 2nd Environmental Conference,

addressing the subject of aligning technical and vocational training with changing
business and jobs in the context of the transition to sustainable development. This
Conference resulted in a road map with proactive measures for implementation,
committing the government to action. Under this framework, the four ministers
responsible for national education, sustainable development, higher education and
employment also engaged the National Council for Vocational Lifelong Training to
drive an ambitious project designed to propose a definition of national training
priorities in the sectors mainly concerned with the ecological transition, and to
capitalize the work and experiences of regions and professional sectors in terms of the
impact of the ecological transition on skills and training supply. This project also falls
within the framework of the new law on vocational training, employment and social
democracy adopted by Parliament on 27 February 2014. Furthermore, France already
includes consideration of the issues and themes of sustainable development in the
rapidly changing technological commitment of initial training standards and
professional schools (France, NIR).

Multi-stakeholder cooperation has been essential to retool TVET to support greening

economies. Engagement of multiple partners among member States has involved
governments working with industry sectors to define new competences and skills
profiles and working with trade unions to ensure fair and safe development of workers
in new green jobs. It has also involved TVET schools working with the private sector
to secure apprenticeships and work placements and meet labour demands, and
working with local communities to undertake demonstration projects, such as
sustainable buildings and renewable energy installations. France highlights a major
initiative of the government, Campus des métiers et des qualifications qui réunissent,
par voie de convention, des établissements d’enseignement du secondaire, du
supérieur, des laboratoires de recherche et des entreprises, organisés en réseau, pour
développer de manière coordonnée, des parcours de formation initiale et continue
(Campus of professions and skills that brings together, by agreement, secondary
schools, higher education, research laboratories and companies, organized as a
network for the development of a coordinated approach to initial and ongoing training
courses). These campuses focus on specific sectors, targeting those that are consistent
with the French strategy to promote new industries in the green economy (France,
2014, informal). In Canada’s Northwest Territories, the Department of Education,

108
Culture and Employment is working with the local college, other government
agencies and NGOs to develop and update curricula, policies, and procedures to
ensure that vocational students are learning about the best practices that are already in
use by industry in the vocational trades (Canada, 2013, informal).

Fostering entrepreneurship among TVET students and youth is considered by member

States such as Romania and Sweden to be an important facet of green economic
development. Skills for setting up and managing new small businesses also need to be
fostered among TVET learners. The Netherlands strongly encourages teachers in
TVET to also start their own businesses to ensure that they are up-to-date with the
necessary skills and competences for creating successful sustainability enterprises
(Netherlands, 2013, informal).

While progress has been encouraging, there are still major challenges to advancing
TVET in many countries: Armenia, Georgia, Romania and Ukraine all suggest that
TVET in general needs reform and strengthening, and more guidance is needed.
While the demand for skilled workers in green industries may be growing across the
ECE member States, and government policies for green economies are more
prevalent, there remains a gap in the ability of many TVET institutions to respond to
the new opportunities.
Looking forward on priority 3: Opportunities for strengthening TVET
Consider how to address the recommendations of the information paper
“Aligning technical and vocational education and training with sustainable
development” (UNECE Steering Committee on ESD, 2014). In 2014, an information
paper was developed by the United Nations University Institute for Advanced Science
and ECE to review progress on ESD in TVET. Their findings are consistent with the
comments provided by the member States through their informal national reports. The
following Working Group recommendations should therefore be considered:

a) Strengthen in-service training of TVET teachers;

b) Reflect national development goals in TVET policy and include TVET in
national planning processes;
c) Encourage diversity of learning paths including between educational
levels and across sectors (UNU-IAS and UNECE, 2014).
Align TVET with international efforts to retool TVET towards sustainable
development: In addition to the above recommendations, the UNESCO Final Report
recognizes the considerable work underway internationally, through which sustainable
development policy and planning and TVET policy and planning are now aligning in
the green economy and green skills agenda. These efforts are leading to new research
and capacity-building efforts. Aligning ECE member States’ TVET work with
international efforts will be important. In continuing to work towards promoting ESD
in national TVET systems, opportunities should be sought to work with the United
Nations and related agencies, as well as with the private sector, to further define the
new economic opportunities that are arising and the need for, and value of, a skilled
and committed workforce inspired to change the world around them.

109
4.3.1. Priority 3: Case
studies

110

Case study 21: Embedding
ESD in TVET in Finland
Background
Finland has a long-standing
commitment to sustainable
development. Education has been
identified as one of the key policy
areas to achieve sustainability across
the country. National core curricula for
general education and national
qualification requirements for TVET
are among the most important policy
tools to advance sustainable
development in Finland. Finland is
proud of its long history of providing
free school and common national
guidance for all, based on the
following principle: good education is
not a cost; it is an investment in a
sustainable future. All citizens have
equal opportunities to receive high-
quality education and vocational
training. Learners can advance their
studies at a higher level, including
TVET options.
Process
Promoting and supporting the diversity
of learning paths across educational
levels (basic/upper education and
TVET) has contributed to Finland’s
success in advancing ESD in TVET.
Education is governed by a unified
national core curriculum drawn up by
the Finnish National Board of
Education. The Board of Education
also decides on the requirements for
each vocational qualification,
determining the composition of studies
and objectives, core content and
assessment criteria for study modules.
Sustainable development has been one
of the seven topics emphasized in the
national core curriculum for basic
education since 2006. Revisions to the
core curriculum for basic education,
general upper secondary education and
the qualification requirements of
111
vocational upper secondary education
will be released in 2016. In the
revisions, the emphasis on sustainable
development is strengthened further.
The need for a sustainable way of
living will be emphasized in the value
basis of the core curriculum and
vocational qualifications.
In 2012, Finland reported to the ECE
ESD Steering Committee that the
demands of the green economy for a
skilled and knowledgeable workforce
had not been addressed explicitly in
TVET. By the following year,
however, sustainable development was
incorporated into all 52 upper
secondary vocational qualifications
(including 120 study programmes).
Revisions to the system of vocational
qualifications were driven at least in
part in response to labour market needs
for new skills in the green economy.
Finland suggests that “the close
cooperation between the vocational
education sector and business is one of
the reasons for success—the businesses
demand knowledge of sustainable
development” (Finland, 2014 informal
report).
Outcomes
Sustainability is one of the key lifelong
learning competences common to all
vocational qualifications. All
dimensions of sustainable development
have been integrated into the learning
outcomes (knowledge, competences
and skills) of the national qualification
requirements.
Sources: Finland, case study; Finland,
2012, 2013 and 2014 informal reports
.
5. THE FUTURE OF ESD ACROSS THE REGION
Progress by ECE member States during 10 years of the Strategy has been recognized globally
(Buckler and Creech, 2014), particularly the innovations shared on ESD indicators, whole-school
planning, and teacher competences, as well as the significant advances made in reorienting education
policy and curricula and aligning education objectives with national sustainable development visions
and goals. However, ESD is a long-term process—one decade is not enough time to reorient and
transform complex education systems. Moving forward will require action to address the challenges
and obstacles that continue to slow progress on ESD, as well as create opportunities to advance the
ESD agenda beyond 2015.

5.1 Challenges and obstacles

Without more active support from the political level, it is a challenge to successfully implement
and reinforce ESD (Sweden, NIR).

Securing and sustaining long-term leadership and political will among key decision-makers:
Leadership and political will have been critical success factors contributing to advancing ESD over the
past 10 years. However, sustaining long-term leadership and political will on ESD going forward is
one of the foremost challenges facing ECE member States, particularly in view of policy and staffing
changes in governments. A number of member States, including the Czech Republic, the Republic of
Moldova and Sweden, note the difficulty of maintaining political support and the prioritization of ESD
at decision-making levels in key ministries. This includes the need for economic and finance
departments to recognize the importance of investing in ESD.

Achieving structural reform of education systems: Even in places where the leadership and
political engagement in support of ESD have been high, member States (e.g., Finland and Germany)
and provinces (e.g., Manitoba [Canada]) find that the structural embedding of ESD throughout
education systems and budgets continues to be a challenge. There are three elements to the structural
reform challenge: ongoing financial resources from both government sources and the donor
community, skilled professionals to advance ESD policies and practices, and more time to continue
the work.

Putting in place mechanisms for cooperation, engagement and support for formal, non-formal
and informal learning: The importance of interdepartmental cooperation to strengthen ESD
implementation was highlighted in the UNESCO Final Report (UNESCO, 2014, pp. 58 and 167). In
2015, ECE member States described mechanisms they have used, both formal and informal, to
overcome difficulties in creating and implementing a shared interdepartmental agenda on ESD. Gaps
in communication continue to exist, but member States are also finding ways to promote policy
coherence and coordination of work across environmental, sustainable development and education
interests. Member States have also recognized that ESD requires the participation of a broader cross-
section of stakeholders beyond government departments; however, facilitation skills and mechanisms
continue to be needed to help align expectations and agree on common goals.

More regional cooperation and coordination on ESD is also needed. Member States—
particularly those in the Eastern Europe, the Caucasus and Central Asia region—have
highlighted their interest in more interaction with other States to learn about what is
working and obtain more hands-on support for implementation, through the provision of
regional experts and through participation in regional workshops and conferences
(Ukraine, NIR).

112
5.2. Opportunities for advancing the implementation of ESD into the future
Even though a lot of progress has been achieved, with structures that were created, infusion of
ESD to formal, in-formal and non-formal education etc., it is noted that it is essential to secure
long-term sustainability of the Strategy in the national context after the end of phase III
(Cyprus, NIR).

There is a political commitment that ESD implementation will continue, as it is mentioned in

the policy letter of our Minister. We will continue the ESD-platform and want to underpin the
activities with an EDO-wiki. This will be a platform where we can learn from each other. We
want to focus on the very practical implementation (Belgium, NIR).

In 2013 and again in 2014, at its eighth and ninth meetings, the ECE Steering Committee on ESD
committed to continue implementing the Strategy beyond the conclusion of Phase III (see
ECE/CEP/AC.13/2013/2), with an extended framework (UNECE Steering Committee on ESD, 2015).
All reporting member States suggest that they have not yet achieved full implementation of ESD, and
24 have provided more specific information about their future priorities. Member State interests in the
future implementation of the Strategy are described below:

Review and strengthen existing mechanisms for implementation, refresh national strategies and
plans, and expand regional and international cooperation: A number of member States, such as
Ireland, have ESD strategies in place that will cover activities over the next three to five years,
including actions supporting UNESCO’s Global Action Programme (GAP) 2015 to 2018. Others have
yet to consider what mechanisms will be needed to continue work. At the national level, each member
State should be encouraged to review its progress on ESD and identify the critical success factors,
including those mechanisms for multi-stakeholder dialogue and engagement both across government
departments and among external groups such as NGOs, academic institutions and the private sector.
As Luxembourg affirms, “the government will continue to support an inter-ministerial approach on
ESD and foster a broad societal debate regarding consumerism and societal priorities with regards to
prosperity and sustainable development. Cross-cutting skills will be further integrated into primary
and secondary education in order to promote ESD.... ESD will be integrated in educators’ initial and
in-service training in the context of both formal and non-formal education” (Luxemburg, NIR).

Some thought should be given to how to strengthen capacities for collaboration, engagement, and
regional and international cooperation, including establishing and supporting mechanisms for
exchanging knowledge and sharing best practices across the region. Continued partnerships with
UNESCO to align shared priorities and advance work on UNESCO’s GAP will be important,
particularly in those areas of expertise of the ECE, such as teacher competences and whole-school
approaches.

Continue to strengthen the integration of ESD into education policy and sustainable
development policy: Member States should reinforce sustainability in the purpose of education and
embed education in national sustainable development strategies, plans and international commitments.
While some countries such as Finland have integrated education into their national visions,
commitments and strategies for sustainable development, changes at the operational level will need to
demonstrate how education will “take its responsibility in advancing sustainability seriously”
(Finland, NIR). More work will be needed by member States to support the targets on education in the
new global Sustainable Development Goals, and advance education provisions in related regional
environmental conventions and international sustainable development conventions and programmes.

113
Continue to strengthen and intensify efforts to address the three priority action areas from Phase III:

a. Ensure an ESD school plan in every school: Those jurisdictions that have had some
demonstrable success in meeting this target at the primary and secondary levels should be
encouraged to document and share their experience, including methods for engaging the
cooperation of school administrators, tools for preparing the school plans and lessons on
assessment of those plans. Furthermore, school planning efforts should be extended to
include institutions supporting early childhood education and care and pre-primary levels.

b. Encourage and support teacher education: As the member States have reported, while
progress on transforming teacher education is promising, the actual percentage of teachers
and administrators who have been trained in ESD remains unclear in most jurisdictions.
Teacher preparation is a central component of the process for ensuring that learners attain
the knowledge, attitudes and behaviours supportive of sustainability, and should continue
to be a priority in member States’ ESD implementation plans.

c. Reorient TVET in support of sustainable development and the transition to a green

economy: At the end of Phase III, member States have reported the defining of new
competences and skill sets, together with a wide range of new courses and training
programmes. While progress has been somewhat slower on this priority than on others,
many member States understand the importance of aligning industry demands for new
skills and government interests in moving economic growth along greener and more
sustainable pathways.

More attention should be given to strategies and plans to promote sustainable development in
non-formal and informal learning: The limited attention given to non-formal and informal learning
has been reflected in member States’ reporting (50 per cent of States have either not started or are just
in the first stage of progress). Creating awareness of sustainable development across other learning
communities and the general public should be considered jointly with formal education in a new phase
of work.

Address the need for ESD research, monitoring and evaluation: The limited availability of ESD
research and the need for robust approaches to monitoring and evaluation of ESD initiatives have been
identified as significant barriers to ESD implementation. Most member States in 2015 recognize the
need for more research on ESD and the need for monitoring, assessment and evaluation of ESD
actions and learning outcomes. Theories of learning, new methodologies for teaching and evidence of
progress need to be systematically collected, rigorously reviewed and disseminated through open-
access mechanisms. ESD research needs to be seen as a legitimate and important field of inquiry.
Promoting the need for and value of ESD research, monitoring and evaluation should be a priority in
the next phase of work.

ECE now has a considerable knowledge base on the monitoring and evaluation of ESD
implementation, based on the work of the ECE Expert Group on ESD Indicators and the reporting on
the three phases of the Strategy. Lessons from ECE’s experience should be reviewed, and
consideration should be given to collaboration with UNESCO to develop the monitoring and
evaluation structure for the next phase of ESD.

5.3 Placing ESD at the core of education systems

Throughout 10 years of the Strategy for ESD, member States have committed to integrating
sustainable development into education and learning. The outcomes of their efforts are consistent with

114
those achieved around the world through the UN DESD: ESD is being recognized as an enabler for
sustainable development; ESD is spreading across all levels and areas of education and is changing
approaches to learning; and a broad range of stakeholders are being engaged in the process as a
necessary and effective implementation mechanism for ESD (Buckler and Creech, 2014, pp. 28–29).
Across the ECE region, ESD is now reflected in the national education policy documents of the
majority of member States and has led to its inclusion in curriculum frameworks, particularly at the
primary, lower and upper secondary levels. ESD tools and resources are widely available in many
member States, with some methods and instruments also in place for non-formal and informal
learning. Efforts are also underway to promote whole-institution approaches, address educator
competences and retool TVET in support of sustainability.

In a new phase of work, opportunities to integrate ESD further into education and sustainable
development policy may be driven by growing national sustainable development and green economy
planning, commitments to regional and international sustainable development conventions and the
new Sustainable Development Goals. Sharing lessons from the ECE experience will be an important
contribution to the UNESCO Global Action Programme on ESD, and to the growing national and
international networks and partnerships of ESD champions and practitioners. The considerable
experience and success of member States from 2005 to 2015 is an important foundation upon which to
build the future ECE ESD implementation framework. This evaluation report should be a useful tool
in guiding member States to consider the evidence, learn from experience, build on what is working
and address gaps in strategy and action. As ECE member States prepare to commit to a new phase of
work, they will inspire many more countries to continue to implement ESD, transforming education
into one of the most important tools to achieve a more environmentally, socially and economically
sustainable world.

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DRAFT

Annex I: References
Buckler, C. and Creech, H. (2014). Shaping the Future we want: The UN Decade of Education for
Sustainable Development (2005–2014) Final Report.
http://unesdoc.unesco.org/images/0023/002301/230171e.pdf (accessed 16 April 2005).
Council of the European Union (2010). Council conclusions on education for sustainable
development.
http://register.consilium.europa.eu/doc/srv?l=EN&f=ST%2014947%202010%20REV%201 (accessed
11 January 2016).
Eernstman, N. and Wals, A. (2011). Learning from each other: Achievements, challenges and ways
forward—Second evaluation report of the United Nations Economic Commission for Europe Strategy
for Education for Sustainable Development.
http://www.ECE.org/fileadmin/DAM/env/esd/PhaseIIProgressReport_IP.8.pdf (accessed 16 April
2015).
UNECE (2005). UNECE Strategy for Education For Sustainable Development, adopted at the High-
level meeting. High-level meeting of Environment and Education Ministries (Vilnius, 17-18 March
2005) (Agenda items 5 and 6).
http://www.ECE.org/fileadmin/DAM/env/documents/2005/cep/ac.13/cep.ac.13.2005.3.rev.1.e.pdf
(accessed 16 April 2015).
UNECE (2007). Joint Session on Education for Sustainable Development at Sixth “Environment for Europe”
Conference in Belgrade (10–12 October 2007). http://www.unece.org/env/esd/belgrade.html#/ (accessed
11 January 2016).
UNECE (2009a). Guidance for Reporting on the Implementation of the UNECE Strategy for
Education for Sustainable Development.
http://www.unece.org/fileadmin/DAM/env/documents/2009/ECE/CEP/AC.13/ece.cep.ac.13.2009.5.e.
pdf (accessed 12 April 2015).
UNECE (2009b). Learning from each other: The UNECE Strategy for Education for Sustainable
Development. https://sustainabledevelopment.un.org/content/documents/798ece5.pdf (accessed 16
April 2015).
UNECE (2011). Learning for the future: Competences in Education for Sustainable Development.
http://www.ECE.org/fileadmin/DAM/env/esd/6thMeetSC/Learning%20for%20the%20Future_%20Co
mpetences%20for%20Educators%20in%20ESD/ece.cep.ac.13.2011.6%20ADVANCED%20COPY.p
df (accessed 14 September 2015).
UNECE (2012a). Learning for the Future: Competences in Education for Sustainable Development.
http://www.ECE.org/fileadmin/DAM/env/esd/ESD_Publications/Competences_Publication.pdf
(accessed 14 May 2015).
UNECE (2012b). Seventh meeting of the UNECE Steering Committee on Education for Sustainable
Development (1–2 March 2012). http://www.unece.org/index.php?id=28258#/ (accessed 11 January
2016).
UNECE (2013). Report of the United Nations Economic Commission for Europe Steering Committee
on Education for Sustainable Development on its eighth meeting.
http://www.ECE.org/fileadmin/DAM/env/esd/8thMeetSC/ece.cep.ac.13.2013.2e.pdf (accessed 11
May 2015).
UNECE (2014a). Tenth meeting of the UNECE Steering Committee on Education for Sustainable
Development. http://www.unece.org/index.php?id=38322#/ (accessed 11 January 2016).

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UNECE (2014b). Working Group on ‘ESD School Planning’: Outcomes Information Paper 4.
Prepared by the Secretariat and the Chair of the electric working group for the 9th Meeting, 3-4 April
2014. Geneva, UNECE.
http://www.ECE.org/fileadmin/DAM/env/Information_document_4_school_planning_02.pdf
(accessed 11 May 2015).
UNECE (2015a). Education for Sustainable Development Publications. http://www.unece.org/education-
for-sustainable-development-esd/publications.html.html (accessed 11 January 2016).
UNECE (2015b). Environmental Policy: Education for Sustainable Development Meetings and Events.
“Tenth meeting of the UNECE Steering Committee on Education for Sustainable Development” (8–9
June 2015). http://www.unece.org/index.php?id=38322#/ (accessed 11 January 2016).
UNECE Steering Committee on ESD (2013). Information Paper 5. Concept paper on priority action
areas. http://www.ECE.org/fileadmin/DAM/env/esd/8thMeetSC/Information_Paper_5_Final.pdf
(accessed 16 April 2015).
UNECE Steering Committee on ESD (2014). Information Paper 3. Working Group on “Introducing
ESD to Teacher Education”: Outcomes.
http://www.ECE.org/fileadmin/DAM/env/esd/9thMeetSC/Documents/Information_doc_3_teacher_ed
ucation.pdf (accessed 11 May 2015).
UNECE Steering Committee on ESD (2015). Draft future implementation framework. Advance copy.
UNESCO (2014). Shaping the Future We Want: United Nations Decade of Education for Sustainable
Development (2005–2014), Final Report. http://www.unesco.org/new/en/unesco-world-conference-
on-esd-2014/esd-after-2014/desd-final-report/ (accessed 11 January 2016).
United Nations University Institute for Advanced Studies of Sustainability (UNU-IAS) and UNECE
(2014). Information Paper 5. Aligning technical and vocational education and training with sustainable
development. http://www.ECE.org/fileadmin/DAM/env/esd/9thMeetSC/Presentations/TVET.pdf
(accessed 14 May 2015).
Wals, A. and Eernstman, N. (2007). Learning from each other: Achievements, challenges and the way
forward. Report on progress in implementation of the UNECE Strategy for Education for Sustainable
Development.
http://www.ECE.org/fileadmin/DAM/env/esd/01_Typo3site/ProgressPhaseaIece.belgrade.conf.2007.i
nf.3.e.pdf (accessed 16 April 2015).

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Annex II: Member States that have submitted

reports and case studies during the Strategy for
ESD period
Country 2007 2010 2015 2012 2013 2014 UN DESD Case study
NIR NIR NIR informal informal informal report
Albania ✔
Andorra ✔ ✔ ✔
Armenia ✔ ✔ ✔ ✔ ✔ ✔ ✔
Austria ✔ ✔ ✔ ✔ ✔ ✔ ✔
Azerbaijan ✔
Belarus ✔ ✔
Belgium ✔ ✔ ✔ ✔ ✔
Bosnia and ✔
Herzegovin
a
Bulgaria ✔ ✔ ✔ ✔ ✔ ✔
Canada ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
Croatia ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
Cyprus ✔ ✔ ✔ ✔ ✔ ✔ ✔
Czech ✔ ✔ ✔ ✔ ✔ ✔
Republic
Denmark ✔ ✔ ✔ ✔ ✔ ✔
Estonia ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
Finland ✔ ✔ ✔ ✔ ✔ ✔ ✔
France ✔ ✔ ✔
Georgia ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
Germany ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
Greece ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
Hungary ✔ ✔ ✔ ✔ ✔
Iceland ✔ ✔
Ireland ✔
Israel ✔
Italy ✔ ✔ ✔
Kazakhstan ✔ ✔
Kyrgyzstan ✔ ✔ ✔ ✔
Latvia ✔ ✔ ✔ ✔
Liechtenstei
n
Lithuania ✔ ✔
Luxemburg ✔ ✔
Macedonia ✔
Malta ✔ ✔ ✔ ✔
Monaco ✔ ✔

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DRAFT

Moldova ✔ ✔ ✔
Montenegro ✔ ✔ ✔
Netherlands ✔ ✔ ✔ ✔ ✔ ✔
Norway ✔ ✔ ✔ ✔ ✔ ✔
Poland ✔ ✔ ✔ ✔ ✔ ✔
Portugal ✔
Romania ✔ ✔ ✔ ✔ ✔
Russia ✔
San Marino
Serbia ✔ ✔ ✔ ✔
Slovakia ✔ ✔ ✔ ✔
Slovenia ✔ ✔ ✔ ✔
Spain ✔ ✔
Sweden ✔ ✔ ✔ ✔ ✔ ✔ ✔
Switzerland ✔ ✔ ✔ ✔ ✔ ✔ ✔
Tajikistan
Turkmenist
an
Turkey ✔ ✔ ✔ ✔ ✔
Ukraine ✔ ✔ ✔ ✔
United ✔
Kingdom
United
States of
America
Uzbekistan ✔ ✔ ✔

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DRAFT

Annex III: Case study authors

Andorra Gómez, F. Javier, Rovira, Natàlia. (2015). Centre Andorra Sostenible: 12 years of
Education for Sustainable Development. Centre Andorra Sostenible, Department
of Environment and Sustainability, Government of Andorra.
Armenia (a) Poghosyan, G., Grigoryan, M. Melqonyan, G. (2015). UNESCO/IITE Pilot
Project “Learning for the Future” (UNESCO ASPnet on the Way towards a
School of the Future”) in Armenia. UNESCO Chair on ESD of the Centre for
Ecological-Noosphere Studies of the National Academy of Science of the
Republic of Armenia.
Armenia (b) Danielyan, K., Sargsyan, L., Sargsyan, T. (2015). Preparation, Publication and
Presentation of the New Textbook on Sustainable Development for the
Universities in Republic of Armenia. Association “For Sustainable Human
Development”/UNEP National Committee and the Armenian State Pedagogical
University.
Austria Bohunovsky, L., Lindenthal, T. (2015). Alliance of Sustainable Universities in
Austria. BOKU University of Natural Resources and Life Sciences.
Canada Buckler, C. (2015). A Whole-School Approach to ESD in Manitoba. Manitoba
Education and Advanced Learning.
Belgium (a) Schildermans, P. (2015). Thematic Learning Networks Ecocampus in Flanders.
Belgium Department of Environment, Nature and Energy, Environmental
Integration and Subsidation Division—Ecocampus.
Belgium (b) Monden, K. (2015). Wall of Inspiration for SD in education. Belgium
Department of Environment, Nature and Energy, Environmental Integration and
Subsidation Division—Ecocampus.
Belgium (c) Vandenplas, E. (2015). Guidebook “Sustainable Development as a compass for
defining learning outcomes”. Belgium Department of Environment, Nature and
Energy, Environmental Integration and Subsidation Division—Ecocampus.
Belgium (d) Van Keymolen, P., Loones, J. (2015). Milieuzorg Op School (MOS) -
Environmental Performance at School (EPS) Belgium Department of
Environment, Nature and Energy, Environmental Integration and Subsidation
Division—MOS.
Canada Schwartzberg, P., Porter, C. (2015). Resources for Rethinking: Bringing ESD to
the Classroom. Learning for a Sustainable Future.
Croatia Association of Croatian Travel Agencies. (2015). Education for sustainable
development in tourism.
Cyprus Cyprus Pedagogical Institute, Frederick University, Cyprus (2015). ESD as an
induction framework for novice teachers: Quality educators for quality education.
Czech Republic Kulich, J., Nawrath, M. (2015). Schools for Sustainable Development. Středisko
ekologické výchovy SEVER and Nadace Partnerství.
Estonia Henno, I. (2015). Ten years of Education for Sustainable Development in
Estonia. Ministry of Education and Research of Estonia.
Finland Finnish National Board of Education. (2015). Finland’s approach to embedding
ESD in primary and secondary education.
Germany Bianca Bilgram, B., Mathar, R. (2015). Effective coordination and regulatory
framework for ESD Implementation. German Commission for UNESCO.
Greece Scoullos, M., Alampei, I. (2015). ESD in Biosphere Reserves and other
designated areas: from theory to practice. MIO-ECSDE / MEdIES Initiative;
University of Athens; Greek National Committee for MAB/UNESCO.
Hungary Varga, A. (2015). Green Kindergarten and Eco-school Network in Hungary.

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Hungarian Institute for Educational Research and Development.

Netherlands IJmker, L. (2015). Search, Find and Act with GroenGelinkt. GroenGelinkt
Foundation.
Slovak Ministry of the Environment of the Slovak Republic. (2015). Field of Education
Republic for Sustainable Development of Schools and Educational Facilities.
Switzerland Schweizer, V., Schertenleib, J. (2015). éducation21—the National Competence
Centre for Education for Sustainable Development (ESD). Federal Office for the
Environment.
Regional case studies
Carpathian Mitrofanenko, T. Carpathian Regional ESD Network—cooperation among the
region Carpathian Convention and UNECE SC on ESD to strengthen ESD in the
Carpathian Region. UNEP Vienna Office—Secretariat of the Carpathian
Convention.
Europe (a) Adelmann, W., Kovacs, I., Feichtner, V., Czippan, K., Ratiani, M. (2015).
Georgia, ELENA/“Tiere-live” approach: Living animals as heart and mind openers.
Romania, Bavarian Academy for Nature Conservation and Landscape Management.
Hungary
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